Shengji Li
Datos Biográficos
| ID | 7761989 |
|---|---|
| NOMBRE | Shengji Li |
| NOMBRES | Shengji |
| APELLIDO | Li |
| FIRMA | LI S |
| AFILIACIONES | North China University of Water Resources and Electric Power |
| ORCID | 0000-0001-6491-4192 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2024 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
The mediating role of emotion regulation in the link between enjoyment, anxiety, and emotional disengagement in multilingual learning
While recent second language emotion research has increasingly examined foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), most studies treat them as separate predictors, leaving unclear how their combined patterns link to emotional disengagement (ED) via emotion regulation. To address this gap, the present study examined how congruent and incongruent combinations of FLE and FLCA relate to cognitive reappraisal (ERCR)…
Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates
This study aims to design and evaluate an online academic writing course for PhD candidates who use English as a Foreign Language (EFL), with a specific focus on review genre writing. Although genre‐based approaches have been widely applied in academic writing instruction, relatively limited research has examined the systematic design of review genre writing courses for EFL doctoral students, particularly in Asian higher education contexts. This …
Exploring Chinese Secondary EFL Students' Self‐Regulated Learning and Task Engagement in AI ‐Assisted Classrooms
The growing integration of artificial intelligence (AI) tools into English as a foreign language (EFL) instruction presents new opportunities for fostering students' self‐regulated learning (SRL) and task engagement (TE). While prior research has shown that AI‐assisted environments can enhance metacognitive monitoring and learning motivation, longitudinal evidence on how SRL and TE develop in tandem remains limited. To address this void, this stu…
Assessing the role of physical activity in shaping students’ academic motivation
The consistent dominance of EM underscores the need for educational strategies that balance external incentives with opportunities to foster IM, emphasizing autonomy, competence, and personal growth. Additionally, the positive impact of running practice through MH on both types of motivation suggests that incorporating psychological support into regular PA programs can enhance student academic engagement and psychological wellbeing. The findings …
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature…
Navigating Pronoun-Antecedent Challenges
Effective communication and academic writing in English hinge on a solid grasp of grammar, with pronouns representing a pivotal aspect. However, non-native, particularly English as a second language (ESL) students, often find difficulties in employing pronouns effectively, especially in reference to their antecedents within sentences. The current study investigates errors in pronoun-antecedent agreement among ESL students in their academic writin…
Sin obras prominentes en esta página.
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature…
Navigating Pronoun-Antecedent Challenges
Effective communication and academic writing in English hinge on a solid grasp of grammar, with pronouns representing a pivotal aspect. However, non-native, particularly English as a second language (ESL) students, often find difficulties in employing pronouns effectively, especially in reference to their antecedents within sentences. The current study investigates errors in pronoun-antecedent agreement among ESL students in their academic writin…
Exploring Chinese Secondary EFL Students' Self‐Regulated Learning and Task Engagement in AI ‐Assisted Classrooms
The growing integration of artificial intelligence (AI) tools into English as a foreign language (EFL) instruction presents new opportunities for fostering students' self‐regulated learning (SRL) and task engagement (TE). While prior research has shown that AI‐assisted environments can enhance metacognitive monitoring and learning motivation, longitudinal evidence on how SRL and TE develop in tandem remains limited. To address this void, this stu…
Assessing the role of physical activity in shaping students’ academic motivation
The consistent dominance of EM underscores the need for educational strategies that balance external incentives with opportunities to foster IM, emphasizing autonomy, competence, and personal growth. Additionally, the positive impact of running practice through MH on both types of motivation suggests that incorporating psychological support into regular PA programs can enhance student academic engagement and psychological wellbeing. The findings …
The mediating role of emotion regulation in the link between enjoyment, anxiety, and emotional disengagement in multilingual learning
While recent second language emotion research has increasingly examined foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA), most studies treat them as separate predictors, leaving unclear how their combined patterns link to emotional disengagement (ED) via emotion regulation. To address this gap, the present study examined how congruent and incongruent combinations of FLE and FLCA relate to cognitive reappraisal (ERCR)…
Designing and Evaluating the Pedagogy of an Online Review Genre Writing Course for PhD Candidates
This study aims to design and evaluate an online academic writing course for PhD candidates who use English as a Foreign Language (EFL), with a specific focus on review genre writing. Although genre‐based approaches have been widely applied in academic writing instruction, relatively limited research has examined the systematic design of review genre writing courses for EFL doctoral students, particularly in Asian higher education contexts. This …
Academic writing (2 obras) · Cognition (2 obras) · Education, Achievement, and Giftedness (2 obras) · EFL/ESL Teaching and Learning (2 obras) · Foreign language (2 obras) · Mediation (2 obras) · Motivation and Self-Concept in Sports (2 obras) · Psychology (2 obras) · Second Language Learning and Teaching (2 obras) · Social Psychology (2 obras)