The Role of GenAI in EFL: Impact on Learning Motivation and Outcome DOI Creative Commons
Tao Wang, Bowen Xue

Research Square (Research Square), Год журнала: 2024, Номер unknown

Опубликована: Окт. 18, 2024

Abstract The purpose of this paper is to explore the role GenAI (generative artificial intelligence) in EFL. Specifically, focuses on its impact learning motivation and outcome. With a total five hundred sixty-six students four Chinese university, questionnaire was shown be reliable valid. Research has revealed that strong effect EFL outcomes China; plays an important learners’ personalized learning, interest through timely feedback interactivity; can enhance learner’s English listening speaking skills, academic writing vocabulary expansion understanding English-speaking countries' culture. also personal factors such as grade, proficiency language environment which grew up have outcomes. research findings widens our student’s use intelligence second acquisition, reflect AI anxiety era information technology.

Язык: Английский

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

48
Applications of Psycho-emotional Traits in Technology-Based Language Education (TBLE): An Introduction to the Special Issue DOI Creative Commons
Ali Derakhshan, Lawrence Jun Zhang

The Asia-Pacific Education Researcher, Год журнала: 2024, Номер 33(4), С. 741 - 745

Опубликована: Июнь 25, 2024

Язык: Английский

Процитировано

15
A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective DOI
Siyi Wang, Ziwen Pan, Yongliang Wang

и другие.

Learning and Motivation, Год журнала: 2024, Номер 88, С. 102055 - 102055

Опубликована: Окт. 5, 2024

Язык: Английский

Процитировано

12
Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic emotions and academic performance DOI
S. Qi, Ali Derakhshan

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Ноя. 19, 2024

Язык: Английский

Процитировано

12
The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy DOI Creative Commons

Ли Фу

Acta Psychologica, Год журнала: 2025, Номер 253, С. 104708 - 104708

Опубликована: Янв. 14, 2025

Язык: Английский

Процитировано

2
Students’ mindsets, burnout, anxiety and classroom engagement in language learning: a latent profile analysis DOI
Honggang Liu, Xiaoxue Li, Xu Wang

и другие.

Innovation in Language Learning and Teaching, Год журнала: 2025, Номер unknown, С. 1 - 16

Опубликована: Апрель 16, 2025

Язык: Английский

Процитировано

1
EFL teachers’ perceptions of emotional exhaustion and associated regulation strategies: a phenomenological analysis DOI
Xin Zhao, Yunsong Wang

Innovation in Language Learning and Teaching, Год журнала: 2024, Номер unknown, С. 1 - 15

Опубликована: Авг. 23, 2024

Teaching, particularly in a second/foreign language (L2) context, is an emotionally demanding profession, often leading to negative outcomes for educators. To fill the gap, this phenomenological study examined causes, consequences, and regulation strategies of Chinese EFL teachers' emotional exhaustion. A semi-structured interview was held with 58 teachers. The results thematic analysis revealed that state had different causes consequences. most frequent were 'occupational pressures', 'identity conflicts mismatches', 'stressful classroom climate', 'high expectations', 'students' poor performance cooperation'. Additionally, it found exhaustion can mostly lead 'poor teaching quality', 'job burnout', 'low work engagement', enthusiasm', 'various other emotions outcomes'. regulate such aversive feeling, participants used range preventive responsive before after its occurrence. discusses findings presents some conclusions implications L2 teachers, teacher trainers, policy-makers raise their understanding nature mechanism English regulation.

Язык: Английский

Процитировано

7
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

1
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study DOI
Lawrence Jun Zhang,

Jalil Fathi,

Neda Rezaei

и другие.

IRAL - International Review of Applied Linguistics in Language Teaching, Год журнала: 2024, Номер unknown

Опубликована: Окт. 1, 2024

Abstract This mixed-methods study explores the interconnected influence of growth mindset, mindfulness, and second language (L2) self-efficacy on achievement in intermediate English as a foreign (EFL) learners. Quantitative data ( n = 411) analyzed through Structural Equation Modeling (SEM) qualitative insights from semi-structured interviews 19) reveal significant positive associations between all three factors L2 achievement. SEM further clarifies direct indirect pathways which these psychological elements impact learning outcomes. Qualitative findings enrich this understanding by showcasing learners’ lived experiences transformative power variables fostering supportive environment. Collectively, results emphasize importance integrating growth-oriented beliefs, nurturing self-efficacy, employing mindfulness practices education to optimize learning. research offers notable for acquisition educational psychology, informing educators, policymakers, practitioners about effective strategies promoting successful journeys.

Язык: Английский

Процитировано

6
Investigating the relationship between goal orientation, self-efficacy, positive emotionality, and affective engagement among Chinese students DOI
Weiguo Zhao, Rui Ma

Acta Psychologica, Год журнала: 2025, Номер 253, С. 104735 - 104735

Опубликована: Янв. 24, 2025

Язык: Английский

Процитировано

0