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Zeilhofer, Luisa – Language Teaching Research, 2023
Incorporating mindfulness into education has been linked to improving academic, social and emotional learning. This article describes an investigation of the implementation of meditative practices in a foreign language setting (German). Two classes underwent distinct varieties of meditation: The count-to-ten method and the guided meditation…
Descriptors: Metacognition, Second Language Learning, Academic Achievement, Social Emotional Learning
Yuxia Ma – European Journal of Education, 2025
The benefits of Generative Artificial Intelligence (GenAI) in enhancing second language (L2) learning are well established. However, these advantages can only be realised if learners are willing to adopt the technology. This study, grounded in the Theory of Planned Behaviour (TPB), investigated the factors influencing the behavioural intention to…
Descriptors: College Students, Student Attitudes, Artificial Intelligence, Technology Uses in Education
Taherkhani, Reza; Moradi, Reza – Foreign Language Annals, 2022
This nationwide mixed methods study investigated the relationships among self-regulation (S-R), emotional intelligence (EI), willingness to communicate (WTC), and reading comprehension ability of Persian foreign language (PFL) learners in Iran. Therefore, 141 non-Persian students, from 28 different countries studying at 12 universities across Iran…
Descriptors: Self Control, Emotional Intelligence, Interpersonal Communication, Reading Comprehension
Robillos, Roderick Julian; Thongpai, Jakkrapong – LEARN Journal: Language Education and Acquisition Research Network, 2022
Digital visual mapping to date has recently been implemented in an English Foreign Language (EFL) classroom. However, there is a growing need to implement this digital mapping tool within a strategic approach for more effective and self-regulated learning. This paper aimed to investigate the effects of Computer-Aided Argument Mapping (CAAM) within…
Descriptors: Computer Assisted Instruction, Metacognition, Persuasive Discourse, Written Language
Yakovleva, Anastasia Nikolaevna; Savvina, Irina Lvovna; Popova, Sakhaya Afanasievna; Sleptsova, Galina Nikolaevna – Journal of Educational Psychology - Propositos y Representaciones, 2020
The article is devoted to the problem of self-directed learning of students of Language University. Self-organization is an integral characteristic of personality development. The authors studied the components of self-organization: self-assessment, some personal qualities, etc. Some peculiarities of self-organization of Language University…
Descriptors: College Students, Independent Study, Cognitive Processes, Personal Autonomy
Wilby, James – Language Teaching Research, 2022
This programme evaluation study examined the changes in writing motivation, self-regulation and integrated writing task scores of international students over the course of a pre-sessional course on English for academic purposes (EAP). In addition, the study also investigated the relationship between writing task motivation, self-regulation, and…
Descriptors: College Students, Foreign Students, Foreign Countries, English (Second Language)
Barno Sayfutdinovna Abdullaeva; Diyorjon Abdullaev; Feruza Abulkosimovna Rakhmatova; Laylo Djuraeva; Nigora Asqaraliyevna Sulaymonova; Zebo Fazliddinovna Shamsiddinova; Oynisa Khamraeva – Language Testing in Asia, 2024
Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the…
Descriptors: Technological Literacy, Emotional Response, Self Control, Resilience (Psychology)
Seker, Meral; Karagül, Banu Inan – Journal of Learning and Teaching in Digital Age, 2022
Background: The abrupt transition to virtual language learning environments due to the COVID-19 pandemic has brought considerable challenges to educational practices. In the context of foreign/second language learning and teaching, it has become more difficult to ensure that learners have the necessary engagement and motivation levels along with…
Descriptors: College Students, Writing Strategies, COVID-19, Pandemics
Joko Slamet; Yazid Basthomi; Francisca Maria Ivone; Evi Eliyanah – Journal of Educators Online, 2025
In English for Specific Purposes (ESP) education, the synergy between autonomous learning, gamified Massive Open Online Course (MOOC) platforms, and self-directed learning (SDL) frameworks is underexplored. Despite recognizing autonomous learning's significance in language education, there is a lack of in-depth analysis of their interaction within…
Descriptors: MOOCs, Student Attitudes, English for Special Purposes, Second Language Learning
Eman I. Alzaanin – Language Teaching Research, 2024
Although emotions constitute an integral aspect of teachers' lives, emotions experienced by teachers of English as a foreign language (EFL) in higher education, settings are relatively under-researched. Through in-depth interviews, this study aims to capture a small cohort of nine EFL female teachers' emotional experiences when teaching…
Descriptors: Emotional Experience, Psychological Patterns, Teacher Student Relationship, College Faculty
Zhao, Shu-Rong; Li, Hong – SAGE Open, 2021
In flipped learning (FL), the pre-class section plays an important role and determines whether meaningful and deep-level learning can take place in the following in-class section. However, previous studies focus on in-class learning and research little on the pre-class section. In order to explore an interactive mode which can ensure the effect of…
Descriptors: Cooperative Learning, Student Experience, Flipped Classroom, Business English
Synekop, Oksana – Advanced Education, 2020
This study aims to investigate the issue of regulation aspect of learner's language learning style in differentiated instruction of English for Specific Purposes (ESP) at technical universities. In particular, we defined and characterised the self-regulation levels of information technology (IT) students; outlined recommendations for improvement…
Descriptors: Second Language Learning, English (Second Language), English for Special Purposes, Cognitive Style
Ding, Yan; Shen, Huizhong – Computer Assisted Language Learning, 2022
Autonomy of language learners in technology-supported learning environments has attracted much scholarly attention. However, few studies, to date, have examined the issue in the emerging context of language MOOCs. The present study complemented this line of research via a qualitative investigation of a group of Chinese EFL learners in an English…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Personal Autonomy
Bursali, Nihan; Öz, Hüseyin – Online Submission, 2018
Metacognition, an awareness of one's own cognitive processes in learning, is a crucial component of self-regulatory behavior that facilitates successful language learning. Therefore, the current study sought to find out the role of different types of goals in participants' metacognitive awareness. A total of 118 university students enrolled in an…
Descriptors: Goal Orientation, Metacognition, English (Second Language), Second Language Learning
Ghannam, Jumana – Research-publishing.net, 2019
In an ever-evolving competitive world, learning a Foreign Language (FL) has become essential. To enhance learners' learning proficiency, learners should be encouraged to build the necessary competence for learning an FL, and this could be done by enhancing the employment of Language Learning Strategies (LLSs), as LLSs constitute an essential…
Descriptors: Second Language Learning, Language Proficiency, Second Language Instruction, Grammar
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