Despite the increasing empirical research on the psychological dimensions of language learning, Foreign Language Learning Anxiety (FLLA) remains comparatively underexplored, particularly in subject-specific academic contexts. This mixed-methods case study investigates FLLA among English as a Foreign Language (EFL) learners in British literature…

Academic buoyancy has been a hot topic in positive psychology and foreign language learning. Previous research has shown a strong connection between academic buoyancy and academic achievement. However, little is known about how academic buoyancy affects EFL (English as a Foreign Language) reading through academic engagement. Adopting a…

The relationship between academic stress and compulsive smartphone use among college students has been extensively studied, yet empirical findings remain inconsistent and inconclusive. Moreover, potential moderating factors affecting this relationship have received limited scholarly attention. This study addresses these research gaps by examining…

This study examined how Chinese university English as a foreign language (EFL) students engaged in a language massive open online course (LMOOC) on source culture to meet their learning needs. Learning analytics data from 818 course participants revealed a funnel-shaped pattern of participation, with a significant decline in video-watching and…

Conducting a survey research on demotivating factors in business English majors can enrich the theoretical research findings on demotivation and meanwhile help to explore effective methods to enhance the students' learning motivation. This study explores the construct of demotivating factors in business English majors in a Chinese university, the…

In order to explore the cognitive mechanisms and processing involved in incidental vocabulary acquisition, this study examines whether two crucial cognitive factors, attention and working memory, influence incidental vocabulary acquisition during second language reading. Employing a combined online-offline approach, attention, working memory, and…

While the existing literature on collaborative writing has implied the benefits of its implementation in second language (L2) classrooms for students' language learning, the assessment of collaborative writing has received scant attention in both language assessment literature and L2 writing literature. This study proposes an assessment scheme…

This study explores the effectiveness of a Blended Production-Oriented Approach (BPOA) in improving Self-Directed Learning (SDL) skills among English as a Foreign Language (EFL) learners. A quasi-experimental design with pre- and post-tests revealed significant enhancements in key SDL skills, including planning, strategy use, resource utilization,…

This study investigates the effects of narrow reading as writing sources on Chinese English as a foreign language (EFL) learners' writing quality in classroom settings. It also explores the potential correlations between writing self-efficacy and the narrow-reading supported writing instruction. To this end, a classroom-based study was conducted…

Critical literacy in EFL context has been examined from different perspectives. However, there is limited empirical evidence of how news critical literacy is examined discursively among college EFL learners. By deploying a Projection profile from Systemic Functional Linguistics, this paper contributes to the written evaluation of college EFL…

Formative assessment is an important dimension of teaching reform, and so introducing formative assessment into teaching is of great importance for transforming students' performance. It is also important to explore teachers' understanding and practices of formative assessment. The present research therefore examined how university English…

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific…

In Chinese universities, most English majors are taught by teachers, and students attend classes and do homework. Students are often passive in their study, which can make them lose study interest, negatively affect their study and cause boredom in class. Although previous studies have studied the class-related boredom of some English courses,…

The introduction of modal verbs in English textbooks across levels in China was surveyed and compared with Chinese learners' use in writing to explore the potential impact of textbook introduction on learners' real use. The results have revealed: (1) divergences between the sequence of modal verb presentation in textbooks and their frequency order…

This study explores the similarities and differences in reading strategies applied by students to Chinese versus English reading. 842 students responded to a reading strategy inventory in terms of their habits when reading in Chinese versus in English. The result validates the general structure of a reading strategy inventory originally designed…