Assessing the interactions between learning enjoyment, motivation, burnout, and grit in EFL students: a mixed-methods approach DOI Creative Commons
Yao Song

BMC Psychology, Год журнала: 2024, Номер 12(1)

Опубликована: Дек. 31, 2024

This study examines the relationships among Foreign Language Learning Enjoyment (FLLE), L2 grit, academic burnout, and motivated behavior in English as a (EFL) learners, using mixed-methods approach. A total of 534 Chinese undergraduate EFL learners participated quantitative phase, which used cross-sectional survey, followed by narrative inquiry with 15 participants qualitative phase. Structural Equation Modeling (SEM) analysis revealed that FLLE positively influenced while reducing burnout. grit mediated between FLLE, motivation, indicating enjoyment promotes perseverance resilience. Burnout was found to negatively impact underscoring role emotional well-being maintaining engagement. The findings further supported these results, offering insights into learners' experiences joy, perseverance, recovery from Participants described how moments reignited their long-term helped them persevere through challenges. linked exhaustion, but positive often restore motivation. These offer deeper understanding psychological factors influencing language learning success. provides important implications for educators, highlighting need create environments, promote resilience, address burnout support students' sustained commitment learning.

Язык: Английский

Beyond the Books: Exploring Factors Shaping Chinese English Learners’ Engagement with Large Language Models for Vocabulary Learning DOI Creative Commons
Xiaochen Wang, Barry Lee Reynolds

Education Sciences, Год журнала: 2024, Номер 14(5), С. 496 - 496

Опубликована: Май 6, 2024

Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light this, our study, integrating Self-Determination Theory (SDT) and Unified Acceptance Use Technology (UTAUT), employed Structural Equation Modeling (SEM) to investigate factors influencing 568 Chinese learners’ learning. Our findings identified six significant from those models—perceived autonomy, perceived competence, relatedness, performance expectancy, effort social influence—that significantly shape intentions behaviors towards utilizing Notably, expectancy emerged as most influential factor, while facilitating conditions did not impact usage intentions. This research offers insights future curriculum design policy formulation, highlighting importance understanding perspectives on technology education.

Язык: Английский

Процитировано

59
Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective DOI
Xiaochen Wang, Siyi Wang

Learning and Motivation, Год журнала: 2024, Номер 87, С. 102014 - 102014

Опубликована: Июнь 14, 2024

Язык: Английский

Процитировано

54
Engagement and willingness to communicate in the L2 classroom: identifying the latent profiles and their relationships with achievement emotions DOI
Yongliang Wang,

Hanwei Wu,

Yunsong Wang

и другие.

Journal of Multilingual and Multicultural Development, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Июль 16, 2024

Язык: Английский

Процитировано

32
Exploring the Impact of a Supportive Work Environment on Chinese L2 Teachers’ Emotions: A Partial Least Squares-SEM Approach DOI Creative Commons
Yonghong Zeng,

Jiaying Yu,

Hanwei Wu

и другие.

Behavioral Sciences, Год журнала: 2024, Номер 14(5), С. 370 - 370

Опубликована: Апрель 28, 2024

Second language (L2) teachers’ emotions can influence their well-being and students’ performance. However, most of the existing studies have focused on role individual factors in affecting L2 emotions, while leaving environmental underexplored. To fill this gap, study aimed to examine how four dimensions a supportive work environment (SWE) (perceived climate, PC; supervisory relationship, SR; peer group interaction, PGI; perceived organization support, POS) relate (enjoyment, anxiety, pride, anger). A sample 406 Chinese teachers completed two valid scales measure SWE emotions. The data were analyzed by Partial Least Squares-Structural Equation Modeling (SEM) using Smart PLS 3 software. results showed that (1) PC, PGI, POS had positive significant effect enjoyment, SR no effect; (2) PGI negative PC (3) other three (4) anger, effect. concludes with some implications for education.

Язык: Английский

Процитировано

9
Validating the AI-assisted second language (L2) learning attitude scale for Chinese college students and its correlation with L2 proficiency DOI Creative Commons

Hanwei Wu,

Wentao Liu,

Yonghong Zeng

и другие.

Acta Psychologica, Год журнала: 2024, Номер 248, С. 104376 - 104376

Опубликована: Июль 1, 2024

The positive impact of Artificial Intelligence (AI) on second language (L2) learning is well-documented. An individual's attitude toward AI significantly influences its adoption. Despite this, no specific scale has been designed to measure this attitude, particularly in the Chinese context. To address gap, our study aims construct AI-Assisted L2 Learning Attitude Scale for College Students (AL2AS-CCS) and evaluate reliability, validity, relationship with proficiency. Our research comprises two phases, each involving separate samples. In Phase One (Sample 1: n = 379), we conducted exploratory factor analysis (EFA) determine structure AL2AS-CCS. resulting two-factor consists 12 items, categorized into cognitive behavioral components. Two 2: 429), performed confirmatory (CFA) validate assess model fit. CFA Sample 2 confirmed demonstrated a good Additionally, AL2AS-CCS exhibited high criterion internal consistency, cross-gender invariance. findings suggest that valid measurement tool assessing college students' AI-assisted learning. Moreover, students were discovered maintain moderately correlation was identified between their

Язык: Английский

Процитировано

6
A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers DOI
Hanwei Wu, Yonghong Zeng

Perceptual and Motor Skills, Год журнала: 2024, Номер unknown

Опубликована: Авг. 14, 2024

Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) this context. Additionally, a supportive work environment (SWE) been shown to be associated AEs. However, relationships among all three variables - SWE, AEs, and have not adequately explored EFL contexts, nor the underlying bases these elucidated. In study, we adopted mixed-methods approach investigate complex associations between AEs (anxiety, pride, enjoyment, anger), as perceived by 441 Chinese teachers. Quantitative results revealed four were significantly correlated, small large effect sizes. Furthermore, collectively mediated relationship SWE our structural equation model. Qualitative interviews 15 teachers provided nuanced insights into possible reasons statistical patterns. We discuss theoretical pedagogical implications of findings suggest directions future research.

Язык: Английский

Процитировано

6
Exploring emotional regulation, well-being, and academic engagement: A comparative study among Chinese high school and college EFL learners DOI
Hong Shi, Wei Sun

Journal of Applied Developmental Psychology, Год журнала: 2025, Номер 98, С. 101773 - 101773

Опубликована: Март 4, 2025

Язык: Английский

Процитировано

0
Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: a latent growth curve modeling DOI

Lan Ding,

Yongliang Wang

Innovation in Language Learning and Teaching, Год журнала: 2024, Номер unknown, С. 1 - 17

Опубликована: Сен. 30, 2024

Язык: Английский

Процитировано

4
What sustain Chinese adult second language (L2) learners’ engagement in online classes? A sequential mix-methods study on the roles of L2 motivation and enjoyment DOI Creative Commons
Yanyan Li, Hanwei Wu, Shuai Ren

и другие.

PLoS ONE, Год журнала: 2025, Номер 20(1), С. e0317761 - e0317761

Опубликована: Янв. 24, 2025

Recent research has integrated positive psychology with the Second Language Motivational Self System (L2MMS) to explore how enjoyment, L2 self-guides (including ideal self and ought-to self), engagement interact among school-aged second-language (L2) learners. However, there is a significant gap in understanding these dynamics adult learners, particularly those who primarily learn second language online—a group that been largely overlooked. To address this gap, our study examined underlying mechanisms connecting constructs. We employed sequential mixed-methods approach 367 learners enrolled online courses at three universities China. Quantitative data were analyzed using structural equation modeling (SEM) Amos 24, revealing several key findings. Enjoyment was found directly positively predict engagement. contrary existing literature, did not either enjoyment or In contrast, predicted both engagement, it indirectly influenced through enjoyment. Qualitative data, gathered semi-structured interviews five participants MAXQDA 2022, provided deeper insights into statistical trends. This concludes by discussing its implications suggesting directions for future research.

Язык: Английский

Процитировано

0
Overlap or breakthrough? exploration of the academic buoyancy structure in Chinese EFL learners DOI Creative Commons

Tao Zeng,

Ke Zhong, Wanting Wang

и другие.

PLoS ONE, Год журнала: 2025, Номер 20(1), С. e0318347 - e0318347

Опубликована: Янв. 31, 2025

Academic buoyancy, recognized as a key component of positive personality traits in learning, has garnered significant attention. However, most research on buoyancy is limited to general educational contexts, lacking comprehensive theoretical framework that poses challenges evaluating buoyancy's impact learners within the domain second language acquisition (SLA). This study seeks bridge this gap by investigating academic realm foreign specifically among university students mainland China studying English (EFL). The comprises two phases, with total 632 EFL participants. In initial phase, 32-item scale was tailored present study, drawing scales from previous buoyancy-related research. Item analysis and exploratory factor were subsequently conducted sample 209 students. phase retained 21 measurements identified three main components buoyancy: sustainability (the ability persist despite difficulties), goal-orientedness focus achieving specific learning objectives), controllability perception managing challenges). refined questionnaire administered an additional 423 students, data underwent confirmatory analysis. A reliable 12-item obtained accurately reflects buoyancy. By elucidating structure offers valuable empirical insights can guide pedagogical strategies strengthen learner contexts. findings contribute broader discourse education, highlighting importance fostering support their success.

Язык: Английский

Процитировано

0