Due to the significance of teacher attrition, empirical investigations into the factors contributing to teacher engagement are highly needed, particularly within the challenging context of online instruction during the COVID-19 pandemic. The aim of this explanatory sequential mixed-methods study was to first test a model of teacher engagement based on teacher buoyancy and commitment and then to explain the underlying psychological processes through the lived experiences of teachers. In the quantitative phase, 389 English as a Foreign Language (EFL) teachers completed an online survey comprising the Work Commitment Index, the Teacher Buoyancy Scale, and the Work Engagement Scale. Structural equation modeling (SEM) revealed that teacher commitment’s positive effect on work engagement was partially mediated by teacher buoyancy. In the subsequent qualitative phase, a two-week diary study was conducted with 16 purposefully selected teachers to explain these statistical findings. Thematic analysis of the diaries and follow-up interviews revealed that buoyancy is not a passive trait but an active process involving a “toolkit” of specific cognitive and behavioral strategies, such as cognitive reframing and proactive problem-solving. The integrated findings position buoyancy as the essential mechanism that translates professional commitment into sustained engagement. This study has important implications for developing targeted interventions to support EFL teacher well-being and effectiveness.

This longitudinal narrative inquiry explores the evolving professional identities of eight experienced English as a Foreign Language (EFL) teachers in Iran over one academic year as they integrated generative artificial intelligence (AI) into their pedagogy. Drawing on a posthumanist perspective, this study challenges linear models of technology adoption, framing identity not as a fixed human attribute but as a dynamic, co-constructed assemblage emerging from human-AI interaction. Using a multi-phase data collection process involving narrative interviews and stimulated recall with digital artifacts, we analyzed 1247 positioning events to map the participants' shifting relational stances toward AI. The findings reveal a complex, three-stage process of ontological reconfiguration. Initially, teachers experienced epistemic anxiety, performing intensive boundary work to reassert their human authority. This was followed by a pivotal shift as they cultivated a new identity as "prompt-pedagogues," focusing their expertise on designing the conditions for productive human-AI dialogue. The final phase was characterized by the negotiation of a hybrid, symbiotic identity, which required new forms of affective labor to manage the socio-emotional dynamics of the human-student-AI triad. A quantitative analysis confirmed a significant shift from positioning AI as a Subordinate to a Partner (chi(2) = 215.7, p < .001). The study concludes that teacher identity in the age of AI is not a stable role but a permanent site of dynamic negotiation, characterized by a complex blend of empowerment, vulnerability, and co-authorship.

As an innovative digital platform, voice blogging offers learners opportunities to improve their speaking performance; however, the impact of voice blogging on speaking complexity, accuracy, and fluency (CAF) has been insufficiently explored, especially in the English as a foreign language (EFL) context. Adopting a sequential explanatory mixed-methods approach, the current study was set to examine the impact of voice blogging on EFL learners' speaking performance in general, and speaking CAF in particular. Using convenience sampling, two intact classes comprising thirty-nine upper-intermediate EFL learners were selected from a private language institute. They were randomly assigned to an experimental (voice blogging) group with 18 EFL learners and a control (non-voice blogging) group with 21 EFL learners. During a 14-week term, both groups participated in topic-based EFL speaking presentation tasks. The voice blogging learners engaged in EFL speaking practice through voice blogging, whilst the non-voice blogging learners practised EFL speaking in face-to-face interactions. Using two samples of Cambridge IELTS speaking tasks for collecting the required quantitative data, we applied paired sample t-test, one-way ANCOVA, Man Whitney U, and Wilcoxon signed-rank tests for analysing the data. The qualitative data included individual semi-structured interviews carried out with the voice blogging learners to find out more about their attitudes and perceptions towards the voice blogging course. Paired sample t-test and one-way ANCOVA indicated that the voice blogging course developed the EFL learners' speaking performance and outperformed its non-voice blogging counterpart in that regard. Man Whitney U and Wilcoxon signed-rank tests revealed that the voice blogging instruction developed the EFL learners' speaking complexity and accuracy, but it did not significantly affect the EFL learners' speaking fluency, and the voice blogging learners also outperformed the non-voice blogging learners in speaking complexity and accuracy. The interview findings indicated that the learners emphasised the effective role of voice blogging tasks in enhancing their engagement in speaking activities. The findings imply that incorporating voice blogging into EFL speaking instruction positively affects EFL learners' speaking performance, specifically in terms of speaking complexity, accuracy, and engagement. However, it might be necessary to complement voice blogging courses with additional fluency-based activities and strategies to compensate for the lack of development in speaking fluency.

This study explores the interplay between the ideal L2 self, mindfulness, academic buoyancy, and foreign language achievement (FLA) among intermediate-level English as a foreign language (EFL) learners in Iran. Utilizing Structural Equation Modeling (SEM), data from 347 participants revealed significant relationships among these constructs. The ideal L2 self was found to have a direct positive effect on FLA, supporting the L2 Motivational Self System framework. Although mindfulness did not show a direct significant effect on FLA, it indirectly influenced FLA through academic buoyancy. Academic buoyancy mediated the relationships between both the ideal L2 self and mindfulness with FLA, highlighting its crucial role in academic resilience. These findings suggest that fostering a strong ideal L2 self and integrating mindfulness practices can enhance academic buoyancy, thereby improving language learning outcomes. The implications of this study for theory and practice highlight the importance of resilience-building and motivational strategies in language education. Limitations and directions for future research are also discussed.

This explanatory sequential mixed-methods study investigated the effects of a virtual reality (VR) application on the development of intercultural communicative competence (ICC) and willingness to communicate (WTC) among English as a foreign language (EFL) learners. The study employed a pretest-posttest design with two distinct groups: an experimental group (n = 25) receiving VR-enhanced intervention and a control group (n = 25) receiving conventional instruction. For a more nuanced understanding, qualitative data were gathered through semi-structured interviews with a subset of participants from the experimental group (n = 9). Quantitative analysis revealed significant improvements in ICC and WTC levels among the EFL learners who received VR-enhanced intervention using ImmerseMe. Meanwhile, qualitative analysis resulted in identification of the benefits (i.e., increased confidence in intercultural communication, positive emotional experiences, enhanced cultural awareness, improved language proficiency, and real-world applicability) and challenges (i.e., technical difficulties and distractions, limited language practice and feedback, and cultural stereotypes) of ImmerseMe for enhancing ICC and WTC. The findings provide valuable insights for educators, researchers, and practitioners in terms of the effectiveness and benefits of ImmerseMe to enhance ICC and WTC in EFL learners with an eye toward developing programs that take into account potential challenges of learners.

This study investigates the roles of mindfulness and motivated behavior in relation to L2 achievement among intermediate English as a Foreign Language (EFL) learners, with a focus on the mediating role of self-regulation. Utilizing a mixed-methods design, we combined quantitative assessments with qualitative insights to provide a comprehensive understanding of these relationships. A total of 347 intermediate EFL learners participated in the study, which included administering validated self-report scales and a modified IELTS proficiency test. Structural Equation Modeling (SEM) was employed to analyze the direct and indirect associations of mindfulness, self-regulation, and motivated behavior with L2 achievement. The quantitative results indicated that mindfulness and motivated behavior were significant predictors of L2 achievement, both directly and indirectly through self-regulation. Qualitative findings from in-depth interviews and focus groups further illuminated the mechanisms through which mindfulness and motivated behavior may support language learning, emphasizing the importance of self-regulation in this process. This study contributes to the literature by elucidating the interplay between these psychological factors and their relationship with L2 achievement, offering valuable insights for both educators and learners in the field of language pedagogy.

This study examines the relationship between ideal L2 writing self (IL2WS), writing growth mindset, writing enjoyment, and second language (L2) writing self-efficacy among English as a foreign language (EFL) learners. A sample of 374 intermediate EFL students completed a self-report questionnaire assessing their IL2WS, writing growth mindset, writing enjoyment, and L2 writing self-efficacy. Structural equation modeling was employed to test the hypothesized model, which proposed the direct effects of ideal writing self and writing growth mindset on L2 writing self-efficacy, and a mediating role of writing enjoyment in this relationship. The findings revealed that both IL2WS and writing enjoyment significantly impact L2 writing self-efficacy directly. Furthermore, writing enjoyment was found to mediate the relationship between writing growth mindset and L2 writing self-efficacy. These results highlight the importance of affective factors, specifically enjoyment, in shaping L2 writing self-efficacy beliefs. The implications of these findings for L2 writing instruction and suggestions for future research are discussed.

This study investigates the impact of positive psychology factors on English as a foreign language (EFL) learners’ second language (L2) speaking proficiency. Specifically, it examines the predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit on L2 speaking proficiency. Data were collected from 271 EFL learners enrolled in IELTS speaking courses, utilizing validated scales and IELTS-based speaking tasks. Through structural equation modeling, relationships between psychological constructs and L2 speaking proficiency were analyzed. The results showed significant direct relationships between speaking enjoyment and L2 speaking proficiency, as well as between the ideal speaking self and proficiency. Crucially, L2 speaking grit was found to partially mediate the relationships between both enjoyment and L2 speaking proficiency, as well as the ideal self and L2 speaking proficiency. These findings underscore the importance of positive psychological factors in language learning, particularly highlighting the significant interplay of enjoyment, the ideal self, and grit in fostering L2 speaking development. The study provides insights for teachers, emphasizing the need to incorporate strategies that cultivate positive emotions, support the development of learners’ ideal L2 speaking self, and promote resilience in the face of challenges, ultimately leading to improved speaking skills.

Notwithstanding the challenges English as a foreign language (EFL) learners face with listening comprehension in conventional classes due to limited authentic listening exposure and low listening engagement, virtual reality (VR), as a recent innovation in educational technology, has provided immersive, interactive listening experiences that engage learners in and expose them to authentic listening activities in a virtual context. However, there is insufficient research on the specific impact of VR-based listening instruction, as well as the impact of blending VR with conventional listening instruction, on EFL learners' listening comprehension and listening motivated behaviour. To address these limitations in the existing research, this study adopted a sequential explanatory mixed-methods approach to explore and compare the impact of VR, blended, and conventional listening instruction on EFL learners' listening comprehension and listening motivated behaviour. Sixty-nine EFL learners were randomly assigned to one of the VR (23 learners), blended (25 learners), or conventional (21 learners) classes. Pre- and post-treatment assessments were conducted using a listening comprehension test and the listening motivated behaviour scale to collect the required quantitative data. Employing two-way repeated measures ANOVA to examine the quantitative data, the results revealed that the VR and blended groups outperformed the conventional group in terms of listening comprehension and listening motivated behaviour. The blended group, which received a combination of VR-based and conventional listening instruction, experienced the most significant progress from the immersive experiences facilitated by the VR environment. Individual semi-structured interviews were also carried out with some learners experiencing the VR listening instruction to gather the required qualitative data. Adopting thematic analysis to analyse the qualitative data, the results highlighted the learners' positive attitudes towards and perceptions of the VR listening instruction, which corroborated the quantitative findings of the study. The findings suggested effective and beneficial methods for integrating VR into EFL instruction to enhance EFL learners' listening comprehension and listening motivated behaviour.

This mixed-methods study investigates the multifaceted relationships between school climate, teacher enthusiasm, metacognition and teacher work engagement in the English as a Foreign Language (EFL) context. Employing a sequential explanatory design, the study first utilized a cross-sectional survey of 474 EFL teachers to examine the direct and indirect associations between these factors through structural equation modeling (SEM). Subsequently, a digital ethnography phase was conducted to explore the lived experiences and perspectives of EFL teachers within online professional communities, providing deeper insights into the quantitative findings. The results revealed significant direct associations of school climate, teacher enthusiasm, and teacher metacognition with work engagement. Additionally, school climate demonstrated an indirect association with work engagement through teacher enthusiasm, and both school climate and teaching enthusiasm showed indirect associations with work engagement through teacher metacognition. The qualitative data further illuminated the complexities of teacher enthusiasm, the importance of collegial connection, the challenges of metacognitive practice, and the supportive role of online communities. These findings underscore the need for comprehensive approaches to foster positive school climates, nurture teacher enthusiasm, and promote metacognitive practices to be associated with enhanced teacher work engagement in EFL contexts.

ABSTRACT Background The utilisation of video‐dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video‐dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video‐dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context. Objectives To address this deficiency in the current literature, this study adopted a sequential explanatory mixed‐methods research design to explore the impact of video‐dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience. Methods Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video‐dubbing tasks in the class. The comparison group engaged in in‐class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi‐structured interview was conducted to gather the required qualitative data. Results and Conclusions Two‐way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video‐dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video‐dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills. Implications The practical and pedagogical implications of integrating video‐dubbing tasks into EFL speaking courses are discussed in detail.

With the increasing popularity of online language exchange platforms, understanding the motivational dynamics that drive learners' engagement and persistence in these informal learning environments is crucial. This study explores how the satisfaction of basic psychological needs—autonomy, competence, and relatedness—impacts the motivation of Chinese learners of English participating in online language exchange platforms, specifically Tandem and HelloTalk. Grounded in Self-Determination Theory (SDT), the research employed a quantitative design involving 120 Chinese learners of English. Participants completed measures assessing motivation, psychological needs satisfaction, and engagement with the platforms. Data analysis, including descriptive statistics, correlation analysis, multiple regression, and moderation analysis, revealed that autonomy and competence were the strongest predictors of intrinsic motivation, while relatedness had a more significant impact on extrinsic motivation. Amotivation was negatively correlated with autonomy and competence, highlighting the importance of satisfying these needs to prevent disengagement. Additionally, platform usage frequency moderated the relationship between autonomy and intrinsic motivation, amplifying its effects with increased usage. These findings underscore the critical role of basic psychological needs in shaping motivation in informal, peer-to-peer language learning contexts. The study suggests that online language exchange platforms can be optimized by incorporating features that support learners' needs for autonomy, competence, and relatedness, such as personalized learning paths, opportunities for social interaction, and effective feedback mechanisms. These findings offer valuable insights for educators and platform designers seeking to enhance learner motivation and promote successful language learning experiences in online environments.

This mixed-methods study involving intermediate English as a foreign language (EFL) learners explored the connections between psychological capital (PsyCap) resources, mindfulness, second language (L2) grit, and English achievement. Although positive psychology is gaining attention in language education, key gaps persist in understanding how these psychological factors work together to affect L2 achievement. Previous studies have shown mixed results about the influence of L2 grit, offered little evidence on mindfulness in L2 settings, and rarely combined PsyCap, mindfulness, and grit in a single framework. Structural equation modeling was employed to analyze quantitative data collected from 432 participants. Additionally, semi-structured interviews with twenty-one students were conducted to shed light on the links between the variables under investigation. Quantitative results showed direct relationships between PsyCap, mindfulness, and English achievement, with L2 grit as a mediator. Qualitative findings complemented these results, revealing how PsyCap and mindfulness positively impacted L2 learning. Participants' narratives highlighted the significance of integrating psychological support and mindfulness practices into language education for improved student achievement and well-being. Such results point to the need for incorporating interventions focusing on different forms of psychological support and enhancing mindfulness with an eye to generating positive emotional states and increasing L2 attainment.

BackgroundSecond language (L2) boredom can significantly hinder foreign language achievement (FLA). Perceived teacher support may mitigate boredom and promote FLA, potentially through its impact on academic buoyancy.PurposeThis study investigated the impact of perceived teacher support on FLA in English as a Foreign Language (EFL) learners, examining the serial mediating roles of academic buoyancy and L2 boredom.MethodsA cross-sectional study was conducted with 281 intermediate EFL learners. Self-report questionnaires were used to assess perceived teacher support, academic buoyancy, and L2 boredom. Final course grades served as the FLA indicator. Structural equation modeling (SEM) was used to analyze the data.ResultsPerceived teacher support was positively associated with FLA, while L2 boredom was negatively associated with FLA. Academic buoyancy and L2 boredom sequentially mediated the relationship between perceived teacher support and FLA.ConclusionsThese findings underscore the importance of fostering supportive teacher-student relationships and cultivating academic buoyancy in EFL learners. By promoting academic buoyancy, educators can mitigate the negative effects of L2 boredom and enhance language learning outcomes. This study offers valuable insights for educators and policymakers seeking to create effective language learning environments.

Considering the recent, burgeoning interest in positive psychology individual difference factors and the prominent role of ideal L2 self in learning foreign languages, this study is an attempt to investigate the mechanism through which Foreign Language Enjoyment (FLE) and L2 grit could have a mediating role in the association between ideal L2 self and Foreign Language Achievement (FLA). A total of 452 English language learners, selected by convenience sampling from different branches of a language institute, responded to the survey items. The results of data analysis using structural equation modelling (SEM) demonstrated that learners’ ideal L2 self, i.e., their image of themselves as competent and proficient EFL users in future, was directly and positively associated with their FLA. Additionally, ideal L2 self was linked to FLA through both L2 grit and FLE. Implications regarding teachers’ roles in promoting FLE, ideal L2 self, and L2 grit are discussed.

This cross-cultural validation study aimed to develop and validate the Domain-Specific Grammar Grit Questionnaire (DSGGQ) among Iranian and Polish university students majoring in English. The DSGGQ was developed based on the L2 grit scale proposed by Teimouri, Plonsky and Tabandeh (2022. "L2 grit: Passion and perseverance for second-language learning." Language Teaching Research 26 (5): 893-918. https://doi.org/10.1177/1362168820921895) and administered to a total of 807 participants, 440 from Poland and 367 from Iran. The data underwent confirmatory factor analysis (CFA) to assess the scale's psychometric characteristics. The differences in the levels of grit between the Polish and Iranian students were also explored. The results demonstrated that the DSGGQ has satisfactory psychometric properties, and its structure proved to be invariant across nationality, gender, and age group. In addition, there were significant differences in grit levels between the two groups. Findings of this study suggest that the DSGGQ can be a useful tool for measuring grit in the domain of English grammar learning and can be applied in different cultural contexts.

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant influence on all three constructs, but only at the first assessment point. These findings contribute to a deeper understanding of the motivational dynamics underlying EFL learning success and highlight the potential benefits of fostering a growth mindset and a strong ideal L2 self among learners.

The present study adopted a sequential explanatory mixed-methods approach to explore the impact of e-tandem on English as a foreign language (EFL) learners’ speaking skills (i.e. speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation) and willingness to communicate (WTC). To this end, two classes at a language institute were randomly assigned to an experimental group (e-tandem group) with 22 EFL learners and a control group (conventional group) with 20 EFL learners. The learners in the e-tandem class communicated with foreign English speakers online using Tandem, a language exchange application, and those in the conventional class had collaborative speaking activities during the class time. IELTS speaking skill test, willingness-to-communicate scale, and an individual semi-structured interview were used to collect the required quantitative and qualitative data. Paired samples t-test and one-way ANCOVA, used to analyse the quantitative data, indicated that e-tandem and conventional classes developed the EFL learners’ speaking skills and WTC; however, the e-tandem group outperformed the conventional group on speaking skills and WTC. Thematic analysis, applied to analyse the qualitative data, generated a number of themes and categories signifying the e-tandem learners’ positive attitudes and perceptions towards the e-tandem-based collaborative speaking activities. Pedagogical implications are discussed for collaborative speaking courses in EFL settings.

This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as a foreign language (EFL) learners. In addition, the mediating role of boredom in this structural model was examined. To this end, 287 English major students from various universities in Iran participated in the study by completing valid measures of the four constructs under investigation. The construct validity of the measures was verified through confirmatory factor analysis (CFA). Moreover, structural equation modelling (SEM) was conducted in order to demonstrate an adequate fit to the data in the study. SEM results demonstrated that classroom social climate and boredom significantly predicated EFL student engagement directly. However, the growth language mindset affected student engagement indirectly, through the mediating effect of boredom. The results might offer a point of departure for future studies and also have significant implications for both EFL learners and instructors.

Given much importance associated with willingness to communicate (WTC) in foreign language learning, many researchers have carried out studies to explore antecedents of second language (L2) WTC. To contribute to this research domain, this study sought to test a model of ideal L2 self, growth language mindset, boredom and WTC among English major students. In so doing, we recruited a total number of 437 undergraduate English major students from different universities in Iran, who were requested to complete an online survey containing the questionnaires of these four variables. Confirmatory factor analysis was used to confirm the construct validity of the questionnaires. In addition, structural equation modelling was performed to test the hypothesised structural relations among the variables. Results showed that ideal L2 self and boredom significantly influenced (English as a Foreign Language) EFL students’ WTC directly. Nevertheless, the growth language mindset influenced WTC indirectly, through the mediation of boredom. The findings suggest notable implications for teaching and learning EFL.