Relationship between learners' L2 Motivational Self System and parental investment behavior in learners' English learning.

Students' motivation and learning behavior are significantly impacted by parents' participation and investment. It has been demonstrated that parental investment behavior could exert a direct effect on students' L2 Motivational Self System (L2MSS) mediated by parental investment belief. Nevertheless, the relationship between components of parental investment behavior and students' language learning motivation remains a topic necessitating further scholarly investigation. In response to this gap, we conducted a quantitative study involving a survey of 900 high school students to explore the relationship between students' English learning motivation, as conceptualized by the L2 Motivational Self System and parental investment behavior based on a four-component model. The findings in this study indicated that high school students exhibited moderate levels of L2MSS and relatively low levels of parental investment behavior. Moreover, students' L2MSS was found to have a significant positive correlation with the global parental investment behavior, with parental emotional investment behavior emerging as a positive predictor of high school students' L2MSS. These results underscore the importance of parental provision of sufficient economic, relationship, knowledge, and emotional support in cultivating a nurturing and supportive familial context conducive to the development of students' positive future selves.

The role of handwriting in English word acquisition among elementary students.

In order to investigate whether handwriting has an advantage in learning word form, sound, and meaning, this study randomly selected 40 elementary school student participants (20 males, 20 females, aged 11.4 ± 1.34 years). Using an experimental approach, we compared the learning outcomes of word sound matching, word meaning matching, and word form judgment tasks under two conditions: handwriting and visual learning. After three consecutive days of learning and testing, we found that handwriting generally outperformed visual learning in terms of accuracy and response time in word form, sound, and meaning learning. Additionally, we observed differences in the timing of significant discrepancies in learning outcomes between the two methods across the three tasks. Specifically, in terms of accuracy, discrepancies first appeared in the word sound matching task on the first day, followed by the word form judgment task, and lastly the word meaning matching task. Regarding response time, significant differences between learning methods first emerged in the word form judgment task, followed by the word sound and word meaning tasks. Thus, combining accuracy and response time data, we conclude that handwriting is more advantageous than visual learning for word acquisition, with a differential impact on word form, sound, and meaning, where word form and sound are prioritized over meaning.

Unveiling student academic resilience in language learning: a structural equation modelling approach.

This paper aims to investigate the internal structure of student academic resilience in language learning, to assess its global and dimensional levels and to examine the gender and age-related differences. Therefore, 1,653 English as a foreign language (EFL) learners, including junior and senior high school students were selected as participants to complete the questionnaires. The results of exploratory and confirmatory factor analyses unveiled a four-factorial structure of student academic resilience in English learning, including positive individual characteristics, family support, teacher support and peer support. In addition, there were no significant differences between male and female students in terms of academic resilience in English learning and its four subdimensions. Only the level of family support for junior high school students was significantly higher than that of senior high school students. The findings, implications, and limitations of language learning academic resilience were discussed.

Exploring the Moderating Roles of Emotions, Attitudes, Environment, and Teachers in the Impact of Motivation on Learning Behaviours in Students' English Learning.

For several decades, extensive research has been conducted on motivation in language learning. However, how motivation impacts learning behaviours with the moderation of factors related to emotions, attitude, environment, and teachers has not been reported. This study aims to examine the moderating effects of these four motivational factors to explain the inconsistent effects of motivation on English learning behaviours across studies. Drawing on self-determination theory, the study investigated 182 high school English learners and explored how the four motivational factors moderate the relationship between students' motivation and their English learning behaviours. We first examined how the four motivational factors predicted intrinsic/extrinsic motivation and how intrinsic/extrinsic motivation predicted English learning behaviours. The results reveal that the four motivational factors all positively predicted intrinsic motivation, while language attitude positively predicted extrinsic motivation. Both intrinsic and extrinsic motivations positively predicted English learning behaviours, with intrinsic motivation exerting a stronger influence. Language attitude did not moderate the relationship between motivation and English learning behaviours. However, the other three factors enhanced the positive relationship between motivation and learning behaviours. Notably, at the low level of teacher-related factors, the impact of extrinsic motivation on English learning behaviours was insignificant. Related implications are discussed.

Fostering student participation through Dialogic Pedagogical Gatherings to face anxiety toward English (L2) learning / Promoviendo la participación de los estudiantes a través de Tertulias Pedagógicas Dialógicas para afrontar la ansiedad hacia el aprendizaje del inglés (L2)

Anxiety is an affective variable that negatively affects learning in general, and specifically second language learning. Several studies have demonstrated that the active participation of students helps to reduce learning anxiety. The Dialogic Pedagogical Gatherings (DPG) are an educational action that promotes participation through dialogue. However, the effect of this pedagogic strategy to overcome anxiety towards learning English (L2) in pre-service teachers has not been studied in depth. To this end, a quasi-experimental study with a mixed design was carried out with the participation of 48 preservice teachers. The results show that the anxiety level of the participants decreases considerably after the DGP intervention. These results have implications for second language teaching.(AU)

La ansiedad es una variable afectiva que influye negativamente en el aprendizaje en general, y específicamente en el aprendizaje de una segunda lengua. Diversos estudios han demostrado que la participación activa del alumnado ayuda a reducirla. Las Tertulias Pedagógicas Dialógicas (TPD) son una actuación educativa que promueve la participación y el diálogo. Sin embargo, no se ha estudiado en profundidad cómo esta estrategia ayuda a superar la ansiedad hacia el aprendizaje del inglés en los estudiantes de formación inicial del profesorado. Para ello, se ha llevado a cabo un diseño cuasi experimental y mixto con la participación de 48 profesoras y profesores en formación. Los resultados muestran que el nivel de ansiedad de los participantes disminuye considerablemente tras la intervención. Estos resultados tienen implicaciones para la enseñanza de segundas lenguas.(AU)

The relationship between teacher care behavior and EFL learning anxiety: the chain mediation effect of learning engagement and learning strategies.

This study aims to discuss the impact of teacher care behavior on EFL learning anxiety, as well as the mediating role of learning engagement and learning strategies. The Process plugin Model6 was used to measure the interaction between teacher care behavior (TCB), EFL learning anxiety (EFLLA), learning engagement (LE), and English learning strategies (ELS), in order to analyze and summarize their impact characteristics on college students' EFL learning anxiety. The results show that teacher care behavior has a direct impact on EFL learning anxiety and a significant negative predictive effect on it. Learning engagement and English learning strategies play a mediating and chain mediating role between teacher care behavior and EFL learning anxiety. Thus, it can be seen that these factors can help reduce EFL learning anxiety, manifested in aspects such as mood, cognition, emotion, and behavior. Given the research findings, this study further provides suggestions for alleviating college students' EFL learning anxiety, optimizing English teaching and learning design, and cultivating English learning strategies for college students.

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning.

Introduction: This mixed methods study examines the effects of AI-mediated language instruction on English learning achievement, L2 motivation, and self-regulated learning among English as a Foreign Language (EFL) learners. It addresses the increasing interest in AI-driven educational technologies and their potential to revolutionize language instruction. Methods: Two intact classes, consisting of a total of 60 university students, participated in this study. The experimental group received AI-mediated instruction, while the control group received traditional language instruction. Pre-tests and post-tests were administered to evaluate English learning achievement across various domains, including grammar, vocabulary, reading comprehension, and writing skills. Additionally, self-report questionnaires were employed to assess L2 motivation and self-regulated learning. Results: Quantitative analysis revealed that the experimental group achieved significantly higher English learning outcomes in all assessed areas compared to the control group. Furthermore, they exhibited greater L2 motivation and more extensive utilization of self-regulated learning strategies. These results suggest that AI-mediated instruction positively impacts English learning achievement, L2 motivation, and self-regulated learning. Discussion: Qualitative analysis of semi-structured interviews with 14 students from the experimental group shed light on the transformative effects of the AI platform. It was found to enhance engagement and offer personalized learning experiences, ultimately boosting motivation and fostering self-regulated learning. These findings emphasize the potential of AI-mediated language instruction to improve language learning outcomes, motivate learners, and promote autonomy. Conclusion: This study contributes to evidence-based language pedagogy, offering valuable insights to educators and researchers interested in incorporating AI-powered platforms into language classrooms. The results support the notion that AI-mediated language instruction holds promise in revolutionizing language learning, and it highlights the positive impact of AI-driven educational technologies in the realm of language education.

A study on factors influencing Chinese undergraduate EFL learners' self-directed use of mobile English learning resources.

This study aimed to examine the factors that potentially impact the self-directed use of mobile English learning resources (MELR). The participants were 206 Chinese undergraduate EFL learners at Yangzhou University in Mainland China. Applying and modifying the Unified Theory of Acceptance and Use of Technology (UTAUT), this study involved six constructs, including students' performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and behavioral intention to use MELR. The structural equation modeling (SEM) technique was adopted to analyze the data collected from the questionnaire. The findings showed that facilitating conditions acted as the most significant predictor of behavioral intention to adopt MELR, followed by effort expectancy, perceived playfulness, and performance expectancy. However, social influence did not have significant effects on students' use of MELR. Pedagogical implications for teachers and students were also presented in the end.

English learning anxiety of Chinese rural junior high school students under the online class mode.

The COVID-19 pandemic has brought tremendous changes to the field of education, transferring traditional offline teaching to online teaching on a large scale globally. Junior high school students, as a special group, may experience foreign language learning anxiety different from anxiety experienced by college students in the process of online English learning. This research aims at investigating the level of, sources and strategies for English learning anxiety of Chinese rural junior high school students under online class mode. A total of 120 students from Dongshan Junior High School in Haikou participated in this study and asked to fill in the questionnaires, and 12 of them were randomly chosen to be interviewed. IBM SPSS Statistics 26 was used to analyze the data. This research found that Chinese rural junior high school students generally had a moderate level of English learning anxiety, and there is statistically no significant relation between the gender difference and anxiety in online foreign language classes. It was also found that factors influencing English learning anxiety of Chinese rural junior high school students included the students themselves, their home environments, the teacher and the school, and the social environment. Lastly, the research found five strategies to relieve foreign language learning anxiety, including recognizing the existence of anxiety correctly, communicating the anxiety honestly with others, improving the psychological quality, being positive about life' s setbacks, and setting up some realistic goals in English learning.

Effect of English Learning Motivation on Academic Performance Among English Majors in China: The Moderating Role of Certain Personality Traits.

Background: Previous studies have explored the interrelationship among learning motivation, personality traits, and academic performance, but little is known about the role of personality traits in the relationship between foreign language learners' motivation and academic performance, especially in the Chinese setting, where English is taken as a compulsory course in universities. Purpose: This study aimed to fill the gap by investigating the relationship between English learning motivation and academic performance among English majors in China and identifying the moderating role of certain personality traits, sequentially providing some implications for improving college English teaching strategies in China. Methods: English majors (N=273) from different types of universities in China were recruited to complete the revised version of the English learning motivation scale and big five personality traits scales via an online survey platform. Descriptive statistics, correlation analyses and hierarchical regression analyses were performed to explore the relationships among the three variables. Results: Results demonstrated that English learning motivation and openness both significantly influenced academic performance and significant interaction effects were found between English learning motivation and agreeableness. Specifically, agreeableness partially moderated the relationship between English learning motivation and academic performance, and English learning motivation had a positive effect on academic performance only for learners with lower levels of agreeableness. Conclusion: These findings not only addressed the gap of the moderating role of personality traits in the motivation-performance relationship but also extended our knowledge of the roles of English learning motivation and certain personality traits in English learning within the context of China, where English is taken as a foreign language, thus providing practical suggestions for college English teachers and researchers in China to improve students academic performance.

Teaching english using mobile applications to improve academic performance and language proficiency of college students.

The purpose of the study is to determine the effectiveness of mobile applications in conjunction with the students' online collaboration in the educational environment of Chinese colleges (the context of learning English). The students were selected from all those who study English in their educational programs. At the first stage, they passed a test on the level of language knowledge and among 423 students 140 were selected who had a level of B2 and below. Then they were divided into control and experimental groups. Each had 70 people. The experimental group was trained using the following mobile applications: Busuu, Lingoda, LinguaLeo, BBC Learning English. The results showed that the participants in the experimental group scored higher on the final test (74.71) than the control group participants (65.9). It suggests that mobile learning technologies can improve student achievement. The preliminary test determined the level of knowledge of the experimental group students in this way: 85% of students know English at the B2 level, 14% - B1, and 1% - A2. These figures improved significantly in the second test: the number of students who reached the C2 level was 7%, C1-79%, and 14% of all students remained with the B2 level. For the control group students, these indicators remained unchanged. Most of the students found this format of education suitable and interesting for online collaboration. These results may be useful for teaching practice, because they provide evidence base with the experimental research for the introduction of mobile technologies in the modern educational process. It solves the problem of using the certain mobile applications (Busuu, Lingoda, LinguaLeo, BBC Learning English) that have not been explored before.

Influencing factors of Chinese EFL students' continuance learning intention in SPOC-based blended learning environment.

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students' continuance learning intentions in China and elsewhere.

Effect of learning methods and cognitive characteristics on preschoolers' online English attainment.

This research aims to explore the online English learning effects among preschoolers with different cognitive characteristics influenced by different learning methods and the interaction between cognitive characteristics and learning methods. Data are collected by using two 3 × 3 between-subject experiments. Wherein, 248 participants based on Embedded Figure Test are divided into Field Independence (FID), Field Mixed (FM), and Field Dependence (FM) in Study 1, while 247 participants based on the Go-No-Go task are divided into Higher self-control (HSC), Middle self-control (MSC), Lower self-control (LSC) in Study 2. Then, through random assignment, all participants enter three learning method groups, restudy (RS), restudy plus test (RST), and restudy plus test plus feedback (RSTF). In addition, all children were allowed to learn online on the iPad to test their learning outcomes by word recognition, picture-word matching, and picture book recognition tests. As seen from the results, FID children performed better than FM and FD children, but their learning outcomes were not affected by the learning methods. FM and FD children performed better when adopting the RSTF learning method. However, for children with different levels of self-control, no differences are found despite their learning methods. Given the above, the "fit/match" between children's cognitive style and online learning methods are effective in maximizing learning effects for preschoolers.

Understanding secondary students' continuance intention to adopt AI-powered intelligent tutoring system for English learning.

Previous studies have demonstrated the effectiveness of intelligent tutoring systems (ITS) in facilitating English learning. However, no empirical research has been conducted on secondary students' intention to use ITSs in the language domain. This study proposes an extended technology acceptance model (TAM) to predict secondary students' continuance intention to use and actual use of ITSs for English learning. The model included fifteen hypotheses that were tested with 528 senior secondary students in China. The results of structural equation modeling showed that (1) perceived usefulness and price value had direct positive impacts on continuance intention; (2) perceived ease of use was not directly associated with students' intention but indirectly influenced intention via perceived usefulness; (3) through the mediation of perceptions, learning goal orientation and facilitating conditions were positively associated with continuance intention; (4) perceived enjoyment positively predicted and anxiety negatively predicted students' intention to use ITSs; and (5) students' continuance intention to use ITSs was significantly positively associated with their actual use of ITSs for English learning. The model showed strong explanatory power and might be implemented in future research. This study contributes to the theory and practice of ITSs in K-12 education.

English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender.

Research has indicated that English learning stress contributes significantly to English learning burnout among undergraduate students. However, knowledge of the mediating and moderating mechanisms underlying this relationship is limited. To bridge this gap, a moderated mediation model was constructed to examine whether English learning self-efficacy mediated the relationship between English learning stress and English learning burnout. Furthermore, this study analyzed whether the mediated relationship was moderated by mindfulness and gender. A total of 1130 Chinese undergraduate students (mean age = 20.84 years, SD = 1.57 years) reported their experiences regarding English learning stress, English learning self-efficacy, English learning burnout, and mindfulness. After controlling for covariates, the results revealed that English learning self-efficacy mediated the positive link between English learning stress and English learning burnout among both men and women. Moreover, the findings demonstrated that the indirect link was moderated by mindfulness among male undergraduate students. However, the moderating effect of mindfulness was not significant among the women in this study. The implications of these findings for future research, and the development of intervention and prevention of English learning burnout are discussed.

English-learning stress and performance in Chinese college students: A serial mediation model of academic anxiety and academic burnout and the protective effect of grit.

Introduction: Having to adapt to a new environment with various other challenges while completing their studies, Chinese college students experience intense stress related to the study of the English language. However, there has been little research on the serial mediating mechanism of English-learning stress on English academic performance. Methods: Present study recruited 1130 undergraduate students to finish self-report online questionnaire to collect the information about their English-learning stress, academic anxiety and burnout, English academic performance and grit. We constructed a moderated serial mediation model to test the effect of academic anxiety and academic burnout and explored whether grit can restrict the decrease in academic performance caused by English-learning stress. Results: Results show that: (1) both academic anxiety and academic burnout mediate the relationship between English-learning stress and performance; (2) academic anxiety and academic burnout show a significant serial mediating role between academic pressure and English academic performance; and (3) grit significantly moderates the relationship between academic burnout and English academic performance. Discussion: These results lead us to believe that cultivating the grit of Chinese college students may be an effective way to improve the academic performance of those experiencing high English-learning stress.

Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis.

No systematic published research has reviewed the impact of educational technology on English reading outcomes targeting the Chinese-speaking population. Therefore, this review intended to examine the impact of educational technology and its alternative types on reading achievement for Chinese English second language learners (ESLs) to understand how to best use technology applications to facilitate reading instruction. A total of 35 qualified studies were included in our analysis covering a sample size of 7,989 Chinese K-12 participants. Consistent with previous meta-analyses, our findings indicated a modest positive impact of educational technology on reading outcomes compared with the traditional teaching method (d = +0.37). For the five types of intervention identified in this review, we found that the comprehensive model had the largest impact (d = +0.60), followed by social media tools (d = +0.46), integrated online-learning system (d = +0.31), and multimedia-transmission model (d = +0.27). However, supplementary activities did not generate educationally meaningful effects on reading outcomes for Chinese ESLs (d = +0.05). The impacts of different moderators, implications, and limitations were also discussed. We argue for further integrating technology with the existing curriculum and pedagogy. The study adds to the second language (L2) reading literature corpus.

Design of network English autonomous learning education system based on human-computer interaction.

The continuous development of Human-Computer Interaction (HCI) and information technologies impact the digital learning environment. The network and multimedia technologies change the Autonomous Learning System (ALS) structure. The learning process uses several techniques; however, the interactive function requires continuous improvement to enhance autonomous learning. Therefore, Optimized Deep Learning Network (ODNN) is introduced to build the Autonomous English Learning System (AELS) in this work. The ODNN system uses the learning and activation functions that derive the student's learning capabilities and gives the proper training to the student. The HCI-based created autonomous learning process provides the guidelines to the student for making independent learning. The ALS improves the student's learning ability and skills compared to classroom-based learning. The discussed ODNN-based AELS system effectiveness is evaluated using the Japanese-English Bilingual Corpus with a set of assessment questionaries. Then the HCI-based autonomous English learning is a quantitative analysis with the classroom-based learning. The discussed system is implemented using the Python tool, in which the AELS system ensures 98.51% learning efficiency compared to classroom learning.

Construction of artificial intelligence-assisted English learning resource query system.

English has become an important tool for China's opening to the outside world and exchanges with other countries. More and more people have the motivation and requirements to learn English, but under the traditional English learning mode and traditional teaching mode, the cultivation of learners' autonomous learning habits is ignored. This article aims to study the construction of artificial intelligence-assisted English learning resource query system and establish the relevant feedback mechanism of retrieval. This article applies this mechanism to the retrieval of learning resources, so as to provide learners with the learning resources they really need and improve learners' learning efficiency. This article proposes to find the relevant knowledge points by extracting the knowledge points of the retrieval content. It realizes the query expansion based on knowledge and then realizes the expansion of retrieval results. It realizes the mapping of knowledge points on the retrieval content, the query and expansion of knowledge points, and the presentation of learning resources of the knowledge point index. It also uses the relevant feedback mechanism to adjust the retrieval results to meet the retrieval needs of learners. The experimental results show that the number of knowledge points can be increased to 2-4 times by query expansion based on English resources. Thus, the number of learning resources of search results can be increased to 3-10 times, the expansion of search results can be realized, and the overall recall will be greatly improved. In this article, the related methods of artificial intelligence are applied to the construction experiment of the English learning resource query system, which has a certain promotion effect on the construction of the system.