Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
Bibliographic Data
| ID | 11989350 |
|---|---|
| Authors | Kun Dai (0000-0001-6947-7710, Shaanxi Normal University), Yongliang Wang (0000-0002-4672-8481, North China University of Water Resources and Electric Power, corresponding author) |
| Year | 2024 |
| Volume | 123 |
| Pages | 103339-103339 |
| Publication date | 2024-05-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103339 |
| OpenAlex | W4396849399 |
| Language | EN |
| Citations received | 65 |
| References cited | 62 |
Electromagnetic interference · EMI · Mathematics education · Pedagogy · Telecommunications · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Harnessing AI to enhance multilingual learners’ motivation, resilience, and engagement
Exploring Chinese EFL learners’ engagement with large language models
Unlocking the multifaceted power of self-regulated learning and generative AI in foreign language morphological skills
Change and transmission of students' and teachers’ lesson-specific emotions
Vocal and visual design features in multimodal GenAI agents
Bridging Language and Discipline
The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation
The impact of technology on foreign language anxiety
Exploring foreign language learners’ cognitive motivation in the learning process and subsequent language use
Beyond communicative competence
Enhancing the quality of educators’ AI competency
When technology meets emotions
A polynomial regression and surface response analysis of the (in)congruence of enjoyment and anxiety in online EFL learning
Integrating IT to foster engagement and reduce anxiety in foreign language learning
Disciplinary and Educational Level Differences in AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle )
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences
Assessment of the Relationship Between Music Students' Self‐Efficacy, Academic Performance and Their Artificial Intelligence Readiness
From Technology‐Challenged Teachers to Empowered Digitalized Citizens
Language Attitude and GenAI Attitude of Struggling EFL Learners
Integrating Artificial Intelligence ( AI ) Into the English as a Foreign Language Classroom
Enhancing Academic Engagement and Needs Satisfaction Through AI
The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners
Fostering Engagement in AI ‐Mediate Chinese EFL Classrooms
Personal Attributes Contributing to Chinese EFL Students' Well‐being
Revisiting Integrated Model of Technology Acceptance Among the Generative AI ‐Powered Foreign Language Speaking Practice
Unpacking Beliefs and Engagement in AI ‐Assisted Chinese Learning
Teacher‐Student Rapport
Unlocking the Beat
From Excitement to Anxiety
The Predicting Role of Continuing Professional Development ( CPD ) in Chinese EFL Teachers' Agency and Pedagogical Effectiveness
Sustainable Growth of Learner Engagement and Well‐Being Through Social (Teacher and Peer) Support
Enhancing EFL Learners' Engagement and Motivation Through Immersive Technologies
Exploring the Role of AI ‐Mediated L2 Education in Chinese EFL Teachers' Classroom Rapport With Their Students
The Positive Power of Cultural Intelligence
Harmonising Minds
Exploring the Effects of Professor‐Student Rapport, Grit and Motivation on Engagement in AI ‐Assisted English Classrooms
From Passion to Performance
A Voyage of Discovering the Role of Principal Transformational Leadership Behaviour on EFL Teacher Psychological Well‐Being and Success
Perceived teacher–student rapport and academic engagement in Chinese EFL learners
The relationship between trait emotional intelligence and English language performance among Chinese EFL university students
Anxiety, enjoyment and boredom in online foreign language learning
The interplay of flow, self-efficacy, learning motivation, and learning outcomes in music education
AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective
The anonymity paradox
The complex interactions between foreign language emotions and engagement in AI-assisted EFL classrooms
How perceived teacher support boosts learning engagement
Exploring Bangladeshi English as a foreign language learners' mindfulness and engagement in the online learning context
Unlocking communication in EMI classrooms
The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy
Unveiling the relationship between students’ perceived teacher support and student engagement in EFL learning
Exploring the mediating roles of motivation and boredom in basic psychological needs and behavioural engagement in English learning
AI-assisted language learning for visually impaired learners
Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers
Critical Thinking and Engagement in Foreign Language Learning
The Predictive Effects of Sociobiographical Variables, English Learning Confidence, and Digital Competence on AI‐Mediated Informal Digital Learning of English (AI‐Idle)
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity
Chinese EFL Teachers’ Professional Agency as a Facilitator of Their Sustainable Development and Work Engagement
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices
Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning
Conceptualizing and measuring foreign language reading boredom
From positive psychology to existential positive psychology (EPP)
Foreign language enjoyment, anxiety, and boredom among Chinese L3 learners
Engagement and willingness to communicate in the L2 classroom
Mapping research on English medium instruction through a bibliometric analysis
Interplay of control-value appraisals, achievement emotions, and learning empowerment in college EFL writing
Towards Innovative Research Approaches to Investigating the Role of Emotional Variables in Promoting Language Teachers’ and Learners’ Mental Health
Technology in Language Use, Language Teaching, and Language Learning
Cutoff criteria for overall model fit indexes in generalized structured component analysis
Role of the Emotions and Classroom Environment in Willingness to Communicate
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement
Foreign language learning boredom and enjoyment
Designing for Transition
Assessing digital multimodal composing in second language writing
Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic
Tracking the first-year experience in English medium instruction
Developing teachers’ digital identity
Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom
English-medium instruction and impact on academic performance
“I never make a permanent decision based on a temporary emotion”
Foreign language learning boredom
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation
The role of polymedia in heritage language maintenance
Affective variables and informal digital learning of English
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
Empirical studies on foreign language learning and teaching in China (2008–2011)
A systematic review of English medium instruction in higher education
Exploring livestream English teaching anxiety in the Chinese context
Teacher emotions and agency enactment in online teaching
Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Re-examining English language teaching and learning for adolescents through technology
Understanding knowledge construction in a Chinese university EMI classroom
Emotions as agency
FL listening motivation, interest, linguistic self-confidence, and overall proficiency
The role of mixed emotions in language learning and teaching
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment
International students’ perceptions of multilingual English-medium instruction classrooms
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies
The Development of Accuracy and Fluency in Second Language (L2) Speaking Related to Self-Efficacy Through Online Scaffolding
Unpacking Chinese EFL Students' Academic Engagement and Psychological Well-Being
English-Medium Instruction and Content Learning in Higher Education
| Unique citing works | 65 |
|---|---|
| Citations per year | 32,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 64 |