Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency.

This study aims to examine and analyze a research model comprising three latent variables (academic expectation stress, adaptive coping, and academic resilience) to gain insights into the perceived English proficiency of EFL (English as a foreign language) learners. These variables have been overlooked in previous literature despite their importance in understanding learning outcomes. A total of 395 undergraduate students from a Taiwanese university participated in this study. Through the use of structural equation modeling, the hypotheses in the research model were tested. The findings of this research are as follows: (1) Academic expectation stress has a significant and negative impact on EFL learners' perceived English proficiency; (2) Academic resilience positively predicts EFL learners' perceived English proficiency; (3) Academic resilience mediates the relationship between academic expectation stress and perceived English proficiency; (4) Adaptive coping mediates the relationship between academic expectation stress and academic resilience. These results add valuable insights to the existing literature in EFL teaching and learning, shedding light on the dynamics of these variables.

The Interrelationship of Loneliness, Smartphone Addiction, Sleep Quality, and Students' Attention in English as a Foreign Language Class.

In this study, a research model comprising four variables (loneliness, smartphone addiction, sleep quality, and students' attention in English as a foreign language class) was proposed and statistically examined. Previous literature has appeared to neglect these variables, which are considered to be essential to understanding students' attention in EFL (English as a foreign language) class among college students. A total of 587 undergraduate students were recruited from a university in Taiwan to participate in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the conceptual model. The findings of this study are: (1) smartphone addiction has a significant negative impact on students' attention in EFL class; (2) smartphone addiction has a significant negative impact on sleep quality; (3) sleep quality has a significant positive impact on students' attention in EFL class; (4) sleep quality partially mediates the relationship between smartphone addiction and students' attention in EFL class; (5) loneliness has a significant positive effect on smartphone addiction. The results can enrich the present literature in the psychology of attention and mobile technology by providing an insight into the dynamics of these four variables.