Following the coronavirus pandemic, this study sought to determine the impact of using Moodle in teaching university courses on students' future anxiety and psychological happiness. The study sample consisted of 75 students (males and females) in the summer semester of the academic year 2019/2020. The study adopted the quasi-experimental approach…

The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement…

The current study was designed to investigate the influence of COVID-19-related worry and online learning attitudes on enrollment behavior using the Reasoned Action Model. Participants (N = 246) completed measures of other-focused COVID-19 worry, self-focused COVID-19 worry, attitudes, perceived normative pressure, perceived behavioral control,…

The shift to emergency remote teaching due to COVID-19 brought diverse psychological, emotional, and academic challenges for second language (L2) learners. Overcoming these challenges necessitated the utilization of grit, a personality trait signifying perseverance and passion to sustain academic progress. While grit and emotions have been…

The mastery of business English oral presentation is not only acknowledged as significantly crucial but also recognized as one of the most formidable barriers in business communication for English as a foreign language (EFL) learners. To address this challenge, EFL instructors have been endeavoring to devise effective pedagogical approaches to…

In response to the wide-ranging concern of online academic futility, the current study aimed to explore the independent variables and mediating variable from a novel perspective of parents during COVID-19. Based on the social comparison theory and the control-value theory of achievement emotions, social comparison and tutoring anxiety were…

The COVID-19 pandemic created substantive stress and uncertainty for secondary educators, including responding to the shifts in delivering education from the traditional to the online classroom and back to the classroom. Improper training, increased work demands, increased responsibilities, and decreased autonomy took a toll on teachers' work and…

Despite many studies about video feedback in both face-to-face and online settings, little research has been carried out exploring how this technique is perceived by students learning the pronunciation of specific sounds in a foreign language. Adopting grounded theory as the methodology and a dialogic approach as the conceptual framework, the…

This study compared the achievement emotions of Egyptian undergraduates in online versus in-person classes. A sample of 147 students completed an adapted version of the Achievement Emotions Questionnaire concerning class-related matters. Additionally, 50 students completed written interviews regarding their emotional reactions. The results showed…

Learning loss occurs when students lose knowledge and skills generally or specifically or there is an academic impediment due to prolonged gaps or the discontinuation of the educational process. This study aims to examine learning loss during and after the COVID-19 pandemic and its psychological impact on students. Qualitative research was carried…

Computer-based simulations are highly effective in supporting students' deep conceptual understanding of scientific ideas. However, in the unprecedented era of the COVID-19 outbreak, students around the world experienced an induced state anxiety, which may have affected their engagement with the learning environments and ultimately their academic…

This study delved into the realm of emotional presence and its potential impact on students' academic performance within collaborative online learning environments. While emotions were recognized as influential factors in the learning process, the specific relationship between emotional presence and cognitive outcomes remained elusive,…

The aim of this research has enabled us to establish the influential relationship between factors associated with e-learning, such as individual impact and depression, and the mediating role in psychological distress and computer anxiety related to the fear of failing an academic year in times of COVID-19 in university students at two universities…

This study was conducted with two goals in mind: (1) to explore the mediating roles of L2 enjoyment as a positive emotion and L2 anxiety as a negative emotion in the relationship between Informal Digital Learning of English (IDLE) and L2 willingness to communicate (L2 WTC) in an exam-oriented EFL context, and (2) to further examine whether gender…

The present chapter offers an overview of empirical investigations into the phenomena of WTC, motivation, language anxiety and boredom with a particular focus on changes in their levels over longer and shorter periods of time as well as factors influencing such fluctuations in traditional and digital contexts. [For the complete volume,…