Ara
Toplam kayıt 26, listelenen: 21-26
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach
(Routledge, 2023)
This study intended to explore the relations between 259 Turkish EFL students’ L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, ...
Professional identity trajectories of rural EFL teachers and their developmental needs
(Children Research Center, 2022)
This paper presents a qualitative multiple case study on the professional identity development of English as a Foreign Language (EFL) teachers working at rural schools. The participants of the study as individual cases ...
Modeling the association between EFL instructors' foreign language teaching enjoyment and humor styles
(National Research University Higher School of Economics, 2023)
Background: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of ...
Modeling the association between EFL students’ boredom and enjoyment: The mediating role of teacher humor style
(Tarbiat Modares University, 2023)
This study sought to explore the association between English as a foreign language (EFL) students‟ foreign language learning boredom (FLB) and foreign language enjoyment (FLE) (i.e., personal enjoyment, teacher appreciation, ...
Metacognitive experiences of EFL students as predictors of enjoyment, engagement, and performance in L2 writing
(Routledge, 2024)
Many studies have examined the contributory role of metacognition in promoting second/foreign language writing skills. While a plethora of L2 writing research has emphasized metacognitive knowledge and strategies, less ...
The impact of EFL learners' negative emotional orientations on (Un)willingness to communicate in in-person and online L2 learning contexts
(Springer, 2024)
The present study explored how negative emotional orientations (i.e., anxiety, boredom, and demotivation) may contribute to English as a foreign language (EFL) learners' willingness to communicate (WTC) in in-person and ...