With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner\'s English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 s-year non-English major students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students\' effectiveness and learning outcome.

How students experience the learning process is of great importance because it affects the enthusiasm they feel during this process. Although many studies have been conducted on apprehension, anxiety, and burnout in both teachers and students, few focus on the relationship between these three variables. To this end, the three variables in this review study are first defined. Then, the relationship between EFL learners\' apprehension and their anxiety and burnout is discussed. It seems that the more apprehensive and anxious one feels, the more likely they feel burned out. Finally, the implications of this study and suggestions for further studies are presented.

UNASSIGNED: Within the realm of Chinese English as a Foreign Language (EFL) education, this research endeavors to explore the intricate interplay among teacher-student relationships, learning enjoyment, and burnout. It specifically aims to investigate the potential mediation role of emotional intelligence. The study delves into the experiences of 806 EFL students to comprehensively scrutinize these dynamics.
UNASSIGNED: Employing Structural Equation Modeling (SEM), this study conducts a thorough analysis of the relationships between teacher-student dynamics, learning enjoyment, and burnout among EFL students. The primary objectives involve uncovering correlations among these factors and elucidating the potential mediating impact of emotional intelligence.
UNASSIGNED: The findings underscore robust associations between positive teacher-student relationships, heightened learning enjoyment, and reduced levels of burnout among EFL students. Noteworthy is the pivotal role of emotional intelligence, acting as a mediator, offering insights into the intricate ways in which teacher-student relationships and learning enjoyment influence burnout levels.
UNASSIGNED: These outcomes highlight the significance of nurturing students\' emotional intelligence as a protective factor against burnout, advocating for tailored educational interventions. The research advocates for proactive measures to enhance emotional intelligence among EFL students, emphasizing its potential to mitigate burnout. Moreover, it suggests pedagogical strategies and institutional support prioritizing emotional intelligence to foster the well-being and academic success of Chinese EFL students.

UNASSIGNED: This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students\' writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial.
UNASSIGNED: The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning.
UNASSIGNED: Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI\'s innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools.
UNASSIGNED: The nuanced findings offer a comprehensive understanding of AI\'s transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI\'s role in language instruction.

UNASSIGNED: This study delves into the intricate network of motivational factors that influence online learning satisfaction among intermediate-level English as a Foreign Language (EFL) students in mainland China.
UNASSIGNED: A diverse sample of 496 EFL students participated in this research. Structural Equation Modeling was employed as the analytical method.
UNASSIGNED: The results of the study reveal significant and positive relationships between ideal L2 self and L2 grit with online learning satisfaction. Additionally, online learning self-efficacy emerged as a crucial mediator between ideal L2 self and online learning satisfaction, as well as between L2 grit and online learning satisfaction.
UNASSIGNED: These findings provide valuable insights into the motivational dynamics within online language learning contexts. They offer practical implications for educators and instructional designers seeking to enhance students\' online learning experiences.

BACKGROUND: A significant issue in the language education context is examining the coping strategies that learners apply to combat boredom in the class environment. As a significant contextual element affecting different dimensions of learners\' acquisition, teacher support in general education has been extensively studied but widely neglected in the English as a Foreign Language (EFL) setting. Also, having a relationship with a teacher can help a learner cope better with school challenges as the teacher can act as a reference for the learner.
METHODS: To this end, 268 EFL learners participated to fill out the three scales namely, Teacher Support, Teacher-Student Rapport (T-SR), and learners\' Boredom Coping Strategies (BCS).
RESULTS: Using multiple regressions, the results revealed that there are constructive links between these concepts as they affect learners\' BCS, and both T-SR and teacher support were predictors of learners\' BCS while the better predictor was teacher support.
CONCLUSIONS: As a result, it can be assumed that these two elements can enhance the students\' BCS in language acquisition which ends in declining boredom. Additionally, this research may have further implications for the team members of language teaching in academic environments.

UNASSIGNED: This research investigates the effectiveness of an online collaborative flipped classroom approach in enhancing English reading skills and self-regulated learning among Chinese English learners.
UNASSIGNED: A total of 71 participants were divided into three instructional groups: traditional instruction (TI) group (n = 24), flipped instruction (FI) group (n = 22), and online flipped instruction (OFI) group (n = 25). The participants\' reading comprehension ability was assessed using the reading section of the IELTS exam. Self-Regulated Learning (SRL) strategy use was evaluated using a questionnaire, and weekly online quizzes assessed participants\' understanding of course materials. Online learning behaviors were examined by considering online log-on times. The instruction period lasted for 12 weeks, with pre-tests and post-tests conducted to measure progress.
UNASSIGNED: The results indicated that both the FI and OFI groups outperformed the TI group in terms of reading comprehension and self-regulated learning. Furthermore, the OFI students demonstrated superior online learning behaviors and objective performances compared to the FI students.
UNASSIGNED: These findings suggest that the integration of flipped and online instruction methods holds promise for improving English reading skills and enhancing self-regulated learning among Chinese English learners.

UNASSIGNED: This study investigates the interplay between Online Learning Self-Efficacy (OLSE), Informal Digital Learning of English (IDLE), student engagement in online classes, and the mediating effect of Social Presence (SP) among intermediate Chinese English as a Foreign Language (EFL) students. The research sample consisted of 389 participants enrolled in online English courses within a chain of language schools.
UNASSIGNED: Data collection involved the use of validated scales to assess OLSE, IDLE, SP, and online student engagement. Structural Equation Modeling (SEM) was employed for data analysis.
UNASSIGNED: The findings revealed direct influences of OLSE and SP on online student engagement. Additionally, IDLE exhibited a positive impact on online student engagement, with a partial mediation effect through SP. This suggests that informal digital English learning significantly contributes to students\' engagement in online classes, with this influence being facilitated by the sense of social presence experienced by students during virtual interactions.
UNASSIGNED: This research underscores the importance of OLSE, IDLE, and SP in shaping student engagement within online learning environments. The results highlight that fostering informal digital English learning can enhance students\' active participation in online courses, with SP serving as a key mediator in this relationship. These insights provide valuable guidance for educators and institutions seeking to improve student engagement in online educational settings.

Scholars have underscored the importance of raising students\' awareness and understanding of stance-taking in academic writing. However, studies on the effects of the pedagogical intervention are just a few. To strengthen this line of inquiry, this paper reports on an intervention study with explicit instruction of stance metalanguage based on the Systemic Functional Linguistics (SFL) Engagement framework and its effects on EFL students\' perceptions of stance as well as on their beliefs about academic writing. A treatment group (n = 26) and a comparison group (n = 24) were involved. An eight-week writing intervention was provided in the treatment group, while the comparison group received regular curriculum-based instruction. Data from multiple sources were collected prior to and after the writing intervention, including two five-point Likert-scale questionnaires, semi-structured interviews, and reflective journals, to examine possible changes in students\' self-reported perceptions of stance and writing beliefs. Results showed that the intervention was effective in enhancing students\' stance awareness and transactional writing beliefs. Qualitative results further revealed that while the comparison group retained a preference for tentative stance after the writing instruction, intending to avoid potential challenges from readers, the treatment group exhibited a shift in preference for assertive stance valuing the strengths of claims. The treatment group further exhibited an inclination to adopt a wider range of stance options for various rhetorical purposes. Pedagogical suggestions are discussed.

The online and offline blended learning mode based on SPOC has gradually become a popular teaching mode in higher institutions due to COVID-19 pandemic. However, students of English as a Foreign Language (EFL) in SPOC-based blended learning environments continue facing problems of low participation and persistent intention. In order to explore the influencing factors of EFL students\' continuance intentions to learn under the SPOC blended learning environment, this study recruits 48 EFL students from three higher vocational colleges based on the grounded theory. Through the triple coding method of open, axis, and selective coding based on the grounded theory and the used of software Nvivo to conduct a triple coding analysis of the text data obtained from the in-depth interviews and focus group interviews, a theoretical model of the influencing factors of EFL students\' continuous learning intention (pre-influencing factors, external situational factors, and continuance intention) is proposed. Besides, a systematic framework based on stakeholders response to improve EFL students\' continuance learning intentions in SPOC-based blended learning environments is constructed accordingly. This study can provide reference for basic theory and variable selection for subsequent research on the influencing factors of EFL students\' continuance learning intentions in China and elsewhere.