International Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 23, 2024
Abstract
English
as
a
foreign
language
(EFL)
teachers’
professional
success
has
been
claimed
to
depend
on
numerous
factors
in
the
literature.
However,
interactive
influence
of
psycho‐affective
and
cognitive
this
construct
neglected.
To
address
gap,
quantitative
study
used
three
scales
test
an
associational
model
positive
psychological
capital
(PPC),
flexibility,
success.
It
also
tried
uncover
if
PPC
flexibility
could
predict
EFL
do
so,
533
Chinese
teachers
took
part
survey.
The
results
structural
equation
modeling,
correlation
analysis,
multiple
regression
showed
strong
link
among
PPC,
Furthermore,
it
was
revealed
that
collectively
about
53%
variations
discusses
presents
some
implications
for
teachers,
teacher
trainers,
authorities,
who
can
work
aspects
professionalism
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: July 30, 2024
Abstract
Emotion
regulation
strategies
can
enhance
teachers'
well‐being
and
performance
by
enabling
them
to
cope
with
the
challenges
stressors
of
teaching.
Personality
traits,
however,
may
affect
vulnerability
depression
their
capacity
regulate
emotions.
To
investigate
how
emotion
mediated
relationship
between
EFL
personality
traits
depression,
we
invited
546
Chinese
teachers
complete
relevant
online
questionnaires.
The
Structural
Equation
Modelling
(SEM)
results
revealed
that
directly
influenced
levels,
levels
negatively
impacted
strategies.
Furthermore,
demonstrated
positive
emotions
suggesting
higher
had
lower
more
effective
findings
implied
fostering
improve
mental
health
teaching
quality.
study
also
added
knowledge
role
in
interplay
depression.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 27, 2024
ABSTRACT
As
artificial
intelligence
(AI)
gains
prominence,
its
integration
into
second
language
(L2)
/foreign
(FL)
instruction
has
become
a
significant
trend.
Despite
the
considerable
promise
of
AI
for
L2/FL
learning,
more
research
is
still
needed
on
effects
student
academic
engagement
in
literature
classes
and
corresponding
emotional
experiences.
This
study,
therefore,
aimed
to
examine
use
English
as
foreign
(EFL)
learners'
engagement,
experience
was
also
qualitatively
explored.
Students
were
allocated
experimental
group
(
N
=
48),
who
received
integrated
with
AI,
control
traditional
without
assistance.
Quantitative
data
collected
using
an
FL
scale,
supplemented
by
individual
semi‐structured
interviews
qualitative
phase.
The
results
indicated
that
integrating
EFL
positive
effect
students'
cognitive,
social
engagement.
Moreover,
experiences
found
be
abundant
dynamic,
exerting
influence
their
study
provides
valuable
insights
educators
researchers
regarding
instruction.
Asian-Pacific Journal of Second and Foreign Language Education,
Journal Year:
2025,
Volume and Issue:
10(1)
Published: Jan. 6, 2025
Abstract
Studies
of
EFL
teachers’
professional
identity
have
experienced
a
sociological
turn.
As
result,
much
research
attention
has
been
showered
upon
exploring
construction
under
the
multiple
interactions
individual
and
social
factors.
However,
there
are
few
documented
studies
concerning
teachers
at
tutoring
institutions,
as
marginalized
community
teachers.
To
this
end,
present
study
drew
on
narrative
inquiry
case
to
indicate
dynamic
trajectories
among
institutions
“Double
Reduction”
policy.
8
were
recruited
from
Chinese
participate
in
semi-structural
interviews.
The
analysis
elucidated
sociocultural
perspective.
path
could
fall
into
three-story
constellations:
initial
stage
(idealized
flat),
exploratory
(unstable
insufficient)
renewal
(thoughtful
far-sighted).
Meanwhile,
also
undergone
four
changes:
enthusiast,
victim
but
explorer,
aspirant.
These
outcomes
may
offer
critical
implications
for
policymakers
teacher
educators
recognize
support
development
amid
policy
shifts
contextual
challenges.
European Journal of Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 31, 2024
ABSTRACT
The
use
of
artificial
intelligence
(AI)
technologies
in
second/foreign
language
education
has
recently
gained
a
bulk
attention.
However,
the
emotional
experiences
English
as
foreign
(EFL)
learners
AI‐mediated
classes
have
been
ignored.
To
fill
this
gap,
present
qualitative
study
examined
34
Chinese
EFL
students'
perceptions
AI‐induced
emotions
and
regulation
strategies.
A
semi‐structured
interview
narrative
frame
were
used
to
collect
data.
gathered
data
thematically
analysed
through
latest
version
MAXQDA
software
(v.
2023).
findings
revealed
that
students
had
mostly
experienced
positive
‘motivation’,
‘excitement’,
‘engagement’
‘confidence’.
On
negative
side,
they
reported
experiencing
‘frustration’,
‘anxiety’
‘stress’
more
frequently
their
classes.
Furthermore,
indicated
participants
six
strategies,
namely
‘seeking
help
from
others’,
‘shifting
attention’,
‘cognitive
change’,
‘persistent
practice’,
‘staying
positive’
‘suppression’
regulate
emotions.
are
discussed
implications
provided
for
educators
understand
aspect
AI
injection
into
L2
education.
Innovation in Language Learning and Teaching,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 14
Published: Jan. 1, 2025
The
role
of
artificial
intelligence
(AI)
tools
in
promoting
different
aspects
second
language
(L2)
education
has
recently
obtained
increasing
attention.
However,
there
is
insufficient
evidence
about
the
contribution
AI-mediated
L2
instruction
to
English
as
a
foreign
(EFL)
learners'
positive
and
negative
emotions.
To
address
gap,
this
study
conducted
latent
growth
curve
modeling
(LGCM)
analysis
find
out
changes
350
Chinese
EFL
classroom
engagement
enjoyment.
Two
questionnaires
were
used
collect
data
at
points
semester
that
was
taught
through
AI
tools.
results
showed
both
enjoyment
significantly
increased
learners
over
time.
While
grew
steadily
participants,
rate
not
equal
among
them.
Furthermore,
it
found
student
had
going-togetherness
time,
from
beginning
end
course.
are
discussed
implications
for
adoption
classes
provided
teachers
teacher
educators.
International Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 24, 2024
Abstract
Teachers
play
a
critical
role
in
fostering
students’
creativity,
especially
English
as
foreign
language
(EFL)
classes,
known
teaching
for
creativity
(TfC).
Despite
this,
no
comprehensive
study
has
explored
how
the
work
environment
influences
EFL
teachers’
TfC.
Therefore,
this
investigates
various
holistic
factors
affect
TfC
among
Chinese
teachers.
Drawing
on
dynamic
componential
model
of
employs
mixed‐methods
approach,
combining
quantitative
data
from
survey
406
teachers
analyzed
using
partial
least
squares
structural
equation
modeling
Smart
PLS
3,
and
qualitative
insights
semi‐structured
interviews
with
20
MAXQDA
2022.
The
results
reveal
that
perceived
climate
peer
group
interaction
positively
significantly
impact
TfC,
whereas
supervisory
relationship
(SR)
does
not
show
significant
effects.
findings
validate
these
outcomes
offer
deeper
into
PC
PGI
specifically
facilitate
or
impede
alongside
explanations
non‐significant
SR.
Additionally,
analysis
identifies
another
influential
factor
TfC:
teacher–student
interaction.
These
carry
theoretical
practical
implications
teacher
educators
professional
development
