The expanding use of social media has the potential to enhance the quality of English as a foreign language (EFL) instruction and learning. The purpose of this online survey-based study was to investigate the mediating effects of intrinsic and extrinsic motivation for reading English social media text among 348 Chinese undergraduate EFL learners.…

Over the past few years, the world's attention has been focused on gaming systems and their application in education through gamification, incorporating game features into learning tools. Against this backdrop, this study aims to investigate the motivation of EFL learners in a Gamified Formative Assessment (GFA). Theoretical insights from…

Many studies have explored educational and pedagogical affordances of social media, but few studies have investigated their impact on emotional and psychological aspects of language learning specifically Willingness to Communicate (WTC) in second and foreign language learners. In this paper, we have reviewed related research published in the last…

Normative grading compounded with socio-educational conditions in East Asian countries amplifies the effect competition beliefs have on learning outcomes. Competition beliefs may be especially influential in videoconference courses since some students feel reluctant to interrupt the instructor, avoid talking over others, or dominate the class…

This research explores how motivation and online learning self-efficacy (OLSE) act as mediators in the association between information and communication technology (ICT) literacy and deep learning within the context of online English as a foreign language (EFL) education. A sample of 372 participants were recruited on a voluntary and anonymous…

ChatGPT, an artificial intelligence application, has emerged as a promising educational tool with a wide range of applications, attracting the attention of researchers and educators. This qualitative case study, chosen for its ability to provide an in-depth exploration of the nuanced effects of AI on the foreign language learning process within…

With the development of synchronous videoconferencing technology, research on the professional practices of synchronous online teaching has been growing at an exponential rate. However, little is known about synchronous online teachers' use of motivational strategies, despite the important role of teachers in fostering student motivation. To…

Online language learning with virtual classrooms (OLLVC) is becoming a reality to a large number of students across contexts. Yet students' motivation and engagement in OLLVC remains underexplored. The current study evaluated 6364 university students' motivation and engagement in OLLVC and its interrelationships with environmental support, learner…

Mobile language learning has attracted much attention in recent years. Previous research has demonstrated a relationship between perceived usefulness and continuance intention to use technology. This study used a cross-section design to further investigate the possible association between perceived usefulness and continuance intention in the…

This study aims to investigate the impact of technology-based education (TBE) on the academic motivation (AM), academic perseverance (AP), and academic self-efficacy (ASE) of high school sophomore males. Technology has an important place in education in the modern digital age since it opens up new avenues for instruction and learning. Research is…

The use of a computer as a means and/or a source of feedback provision has facilitated the process of teaching and learning writing. The integration of computers into writing classes enabled teachers to provide timely and reliable feedback. Taking into account these opportunities that computers bring to the classroom, the present study attempted…

In spite of the rise of computer-assisted language learning (CALL) as an alluring field of inquiry, there seems to be a paucity of empirical studies on the actual experience of English as a foreign language (EFL) teachers in the adoption of technology in their classes. In an attempt to remedy this gap, this study was designed to qualitatively…

This mixed-methods study reports the findings of the integration of Web 2.0 tools in a one-semester extensive reading project. 27 Turkish-L1 learners of English read graded readers based on their proficiency, identified using a level test. Then they were asked to use various Web 2.0 tools to prepare a post-reading activity for each book they read…

The landscape of self-directed learning in mobile-assisted language learning (MALL) is changing from mechanical and repetitive to communicative and meaningful learning. This is due to the development and integration of conversational agents into mobile devices. Students can learn a language via a self-directed interactive app (SIA) where they can…

The purpose of this study was three-fold: first, it aimed to develop a scale to shed light on English as Foreign Language (EFL) teachers' perceptions of using Mobile Social Network Sites (MSNSs) in language teaching and learning. To this end, a 36-item MSNSs Utility Perceptions Inventory (MUPI) was developed. Second, the current study made an…