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The Role of EFL Learners' L2 Self-Identities, and Authenticity Gap on Their Intention to Continue LMOOCs: Insights from an Exploratory Partial Least Approach
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Amir Reza Rahimi – Computer Assisted Language Learning, 2025
A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, MOOCs
Towards a Flipped SEF-ARCS Decoding Model to Improve Foreign Language Listening Proficiency
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Chengyuan Jia; Khe Foon Hew; Mingting Li – Computer Assisted Language Learning, 2025
Listening is a major challenge for many English-as-a-foreign language (EFL) learners. Decoding training, which helps learners develop the ability to recognize words from speech, is frequently used to assist EFL learners. Although recent empirical studies on decoding training have provided positive evidence on its effectiveness in improving EFL…
Descriptors: Flipped Classroom, Second Language Learning, Second Language Instruction, Teaching Methods