Evaluating the impact of smart technology on academic eagerness, academic seriousness, and academic performance in elementary english language learners as a foreign language.

The proliferation of smart devices in educational settings has prompted a need to investigate their influence on learners' attitudes and language learning outcomes. Recent advancements in smart technology (ST) have ignited curiosity regarding their impact on academic eagerness (AE), (AS), and academic performance (AP) among elementary English language learners. Despite this, there remains a dearth of comprehensive discussion in this area. This study encompasses all primary language students from the academic year 2023 as its sample. A multistage sampling method was employed for sample selection. The study introduced ST as an intervention over eight 45-minute sessions spanning two months. Data collection instruments included AE assessments adapted from Fredericks et al., an AS questionnaire developed by the researchers, and an AP questionnaire designed by Pham and Taylor. Data analysis incorporated statistical tests such as the Kolmogorov-Smirnov test, Levene test, and univariate analysis of covariance. The findings yield valuable insights into the impact of ST on AE, AS, and AP, shedding light on its potential advantages and limitations in language learning. Notably, the experimental group (EG) outperformed the control group (CG). These results contribute to the growing body of knowledge concerning ST integration in education and its consequences on AP and learner attitudes. Ultimately, this research aims to provide evidence-based recommendations for enhancing language learning outcomes and experiences among elementary English as a Foreign Language (EFL) students in the digital education era.

Language learning through music on the academic achievement, creative thinking, and self-esteem of the English as a foreign language (EFL) learners.

This study aimed to comprehensively analyze Language Learning through Music on the academic achievement (AA), creative thinking (CT), and self-esteem (SE) of English as a Foreign Language (EFL) Learners. With the rapid progress of technology, there has been a growing interest in exploring innovative teaching methods that not only enhance learning outcomes but also actively engage students in the language learning process. However, the specific impact of technology-enhanced language learning through music (TELLTM) on these language learning outcomes has received limited attention in previous research. In 2023, a sample of 360 male elementary-level language learners was selected using a multiple-stage cluster sampling (MSCS) technique. The participants' homogeneity was assessed through the Oxford Quick Placement Test (OQPT), administered following a random sampling procedure. Data collection involved the administration of three questionnaires: The academic achievement questionnaire, the self-esteem questionnaire, and the creative thinking questionnaire. The findings of the study analyzed through descriptive and inferential statistics, revealed a significant positive impact of TELLTM on the AA, CT, and SE of EFL learners. These results have important implications for educators, curriculum developers, and policymakers, providing valuable insights into the incorporation of TELLTM into English language instruction. The use of these three questionnaires provided valuable insights into the effectiveness of TELLTM in enhancing various aspects of language learning. These findings underscore the importance of incorporating music into language instruction and offer practical guidance for educators seeking to improve their teaching practices.

The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course.

This study compared the effect of two face-to-face(F2F) and e-learning education methods on learning, retention, and interest in English language courses. Participants were EFL students studying at Islamic Azad University, for the academic year 2021-2022. A multiple-stage cluster-sampling method was used to select the target participants. Three hundred and twenty EFL learners participated in the study. Students were studying in different majors: accounting, economics, psychology, physical education, law, management, and sociology. Two English tests were applied, a teacher-made VTS (Vocabulary Size Test) and an achievement test (including reading comprehension and grammar questions). Also, a questionnaire was applied to measure the students' learning interest in F2F and online learning groups. The study found significant differences in learning outcomes related to students' English learning and vocabulary retention rates. It was seen that the E-learning group that participated in online sessions through the Learning Management Systems (LMS) platform outperformed the F2F group. Another critical finding revealed that learners' interest in learning English in E-learning classes was higher than in the F2F group. In addition, all constructs of interest (feeling happy, attention, interest, and participation) were higher in scores in the E-learning than in the F2F group. Language teachers, university instructors, educators, syllabus designers, school administrators, and policymakers might rethink their teaching approaches and incorporate E-learning into the curriculum to meet their students' needs.

The effect of social networks on academic self-handicapping with the mediating role of self-regulatory learning strategies and academic achievement among EFL students.

Introduction: In the academic context, social networking sites (SNSs) have reshaped the way university students connect and communicate with each other and the way they learn, thus influencing their identities and dimensions. This research investigates the effect of social networks on academic self-handicapping with the mediating role of self-regulatory and academic achievement. Method: The current study is considered to be quantitative research in terms of its nature, applied research in terms of its purpose, and correlational descriptive one in terms of its method. The statistical population of the present study includes all language students of Tabriz University, whose number was 540 people. Sampling was done by the random sampling method. Using Morgan's table, the sample size was estimated to be 225 people in 2022. Due to the possibility of falling, 10% was added to this number, and 250 questionnaires were distributed among 250 participants; 17 questionnaires were incomplete, and a total of 233 valid questionnaires were examined. Four questionnaires were administered to collect data. SPSS 26 and AMOS 24 software were used to analyze the collected data from questionnaires. Descriptive, inferential, and Structural Covariance Matrix (SEM) statistics were conducted to explore the effect of social networks on these variables. Results: Findings showed that social networks significantly impact self-handicapping in language students of Tabriz University. 2- Social networks have a significant impact on self- self-handicapping with a mediating role of self-regulation learning strategies in language students of Tabriz University. 3- Social networks significantly affect self-handicapping, mediating role in language students' academic progress at Tabriz University. Discussion: Further investigation and experimentation into social networks are strongly recommended. In addition, studies show that self-handicapping is successful in helping individuals divert the assessments of others from attributing weak abilities to failure. Because self-handicapping behavior undermines achievement and can lead to long-term withdrawal from activities (such as school and college), parents and teachers must discourage self-handicapping and avoid behavior that may encourage it.

The impact of flipped teaching on EFL students' academic resilience, self-directed learning, and learners' autonomy.

Introduction: This study attempted to investigate the impact of flipped teaching (FT) on EFL (English Foreign Language) students' academic resilience (AR), self-directed learning (SDL), and learners' autonomy (LA). Method: To do this, the researcher selected 354 participants by the two-stage cluster sampling method. This research was quasi-experimental based on the pretest, and post-test, with experimental and control groups. Three questionnaires were administered to collect data. The questionnaires were analyzed using SPSS 24 software and inferred analysis of covariance (ANCOVA). Results: The covariance study showed that FT significantly affected AR, SDL, and LA in learning with the help of the pre-test covariate variable (p<00.5). Also, the mean scores of students in the pre-test and post-test in the experimental group were significantly different. The mean scores of EFL students' AR, SDL, and LA were higher through FT. It is suggested that school principals provide the ground for teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including FT in the classroom. Discussion: The study results showed that the mean AR of students in the experimental group's post-test compared to the pre-test in both groups has significantly increased. The research findings indicate a positive effect of the flipped class on the levels of SDL. Based on the results, the flipped lesson class approach significantly affected the LA of English language learners as a foreign language. The findings of this study confirm previous relevant studies on the impact of flipped course classes on the LA of English language learners as a foreign language.

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners.

Introduction: The present research investigates the causal explanation of academic enthusiasm based on the interaction between teachers and English learners: self-regulation, academic hope, and academic engagement among English language learners. Methods: The implementation method of this descriptive research and research design was structural equation correlation. The research's statistical population included intermediate Zanjan city learners (50,977 people) who were studying in the academic year 2021-2022. This research used multi-stage cluster random sampling to test the proposed model. The following questionnaires were used to collect data: Academic enthusiasm (Fredericks et al.); Teacher-student interaction questionnaire (Moray and Zurich); Academic hope questionnaire (Khormai and Kameri); Self-Regulation Questionnaire (Bouffard) and academic engagement (Zarang). Lisrel software was used for data analysis and evaluation of the proposed model using structural equation modeling. Results: The results of the present study showed that teacher-student interaction, academic self-regulation, academic engagement, and academic hope are related to students' academic enthusiasm. The results of the present study also support the role of mediators of academic self-regulation, academic engagement, and academic hope in the causal relationships between teacher-student interaction and academic enthusiasm. Discussion: Based on this, it can be concluded that with the improvement of teacher-student interaction, the level of academic self-regulation, academic engagement, and academic hope of students increases, and these factors together increase their academic enthusiasm. Therefore, it is suggested that to increase academic engagement, academic self-regulation, and academic hope in the students in the education system, attention should be paid to the position of the students' academic enthusiasm.

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners' Writing Performance and Their Language Learning Strategies.

Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners' writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts' Critical Thinking Disposition and Oxford's Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners' writing performances, (b) the sub-sets of learning strategies and learners' writing performances, and (c) CTA and learners' learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners' learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners' strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings.

The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners.

Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented.

The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students.

Introduction: In recent years there has been an increasing interest in the field of educational computer games (ECGs). Although ECGs have been researched, more analyses still need to be performed on these variables to check their effects on language learning. Methods: To this end, 74-third grade female state high school students from two schools in Zanjan were selected through a two-stage cluster random sampling method. The number of students in each class was 37. One of the classes (control group) was trained traditionally and the other was for one semester through the researchers-made ECGs. After completing the training, the research tools were performed as a post-test on the experimental and control groups. The data collection stage took place for about 6 months. Results: Based on the results from the research questions, the use of training computers has been effective in increasing AR, ASR, and AA. Discussion: It has significant implications for teachers and learners in the EFL context and opens interesting opportunities for administrators and curriculum developers to explore when planning EFL courses.

The Mediating Role of Academic Passion in Determining the Relationship Between Academic Self-Regulation and Goal Orientation With Academic Burnout Among English Foreign Language (EFL) Learners.

One of the most significant current discussions in educational psychology is academic passion. This research aimed to investigate the mediating role of academic passion in the relationship between goal orientation and academic self-regulation with students' academic burnout. However, so far, there has been little discussion about these variables together. The statistical population of the present study includes all undergraduate English students of Islamic Azad University, Tabriz, whose strength is equal to 598 people, and the sample size is determined by the convenience sampling method and Cochran's formula (248 participants). Data collection methods in this study include four questionnaires of the academic passion; goal orientation; self-regulatory and academic burnout. The Pearson test results showed that the correlation coefficient of academic burnout with goal orientation, self-regulatory, and academic passion is statistically significant at 0.05%. These variables are inconsistent with academic burnout, and with increase in these variables, academic burnout significantly decreases. The correlation coefficient of goal orientation with self-regulatory variables and academic passion is statistically significant at the level of 0.05%. These variables are consistent with goal orientation, self-regulated learning, and academic passion, and with increase in the aforementioned variables, they significantly rise. Goal-oriented and self-regulated goal orientation can predict academic passion. Academic passion has a direct and significant relationship with academic self-regulation and goal orientation. Finally, the obtained fit indices of the general model have the desired fit with the collected data. The implication is that academic passion plays an important role in creating a positive learning environment that will lead to effective learning and teaching. It may influence student learning. Passion inspires and stimulates, and teaching with passion promotes learning.