Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaki...

As more and AI agents are used in practice, it is time to think about how make these fully autonomous so that they can (1) learn by themselves continually a self-motivated self-initiated manner rather than being retrained offline periodically on the initiation of human engineers (2) accommodate or adapt unexpected novel circumstances. real-world an open environment full unknowns novelties, capa...

The  present  study  attempted  to  examine  the  relationship  between  English  as  a  Foreign Language  (EFL)  learners’ motivational beliefs and their use of learning strategies. The three components  of  motivation,  i.e.  expectancy  component,  value  component  and  affective component,  were  examined  in  relation  to  metacognitive,  cognitive  and  effort  management strategies.  Tw...

Student modeling approaches predominantly focus on modeling student knowledge. For effective learning, however, it is necessary to teach students how to learn, as well as to provide support for learning domain knowledge. Recently, a number of projects focused on students’ learning strategies, and initiated work on modeling students’ metacognitive skills, such as self-explanation and reflection....

Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity 1970s 1980s, when L2 educators’ focus shifted from analyzing linguistic systems examining how learners learn language. Many can-do statements descripto...

Multiple conceptualizations of the interrelation between assessment and learning yield three notions of assessment: assessment of learning, assessment for learning, and assessment as learning. This paper aims at uncovering roles and obstacles of assessment for learning and assessment as learning in English language classrooms in Hong Kong. Grounded upon the theory of constructivism and the noti...

The present study was conducted to investigate the relationship between the perceived social self-efficacy of the students of English and their foreign language classroom anxiety. The required data were gathered through the application of the original versions of two standard questionnaires: Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) and Horwitz, Horwitz and...