The study concludes that digital-based instruction can enhance students' motivation when digital tools are pedagogically structured, emotionally supportive, interactive, and aligned with students' language needs.
The study underscores the necessity of hybrid learning models that leverage both technological tools and human-mediated support, highlighting the central role of instructors in ensuring responsive and effective AI-based online English education.
The findings suggest that game-based learning can effectively support grammar instruction in EFL contexts and offer practical implications for integrating digital tools into language classrooms, particularly in higher education settings.
Investigation of Moodle's role in supporting undergraduate students' self-regulation and English language proficiency in Omani higher education, to examine how students' self-regulation, Moodle engagement, and English language proficiency are related, and to identify how AI can be integrated into Moodle to improve stud...
Oral English skills represent one of the greatest challenges for English language learners in Ecuadorian classrooms, where students experience limited opportunities for oral interaction and low confidence when participating in communicative activities. Motivation is a relevant pedagogical factor associated with student...
This study investigates the implementation of the Student Teams Achievement Division (STAD) cooperative learning method and its influence on young English language learners’ speaking ability in a primary school context. The introduction outlines the persistent challenges faced by students in developing speaking profici...
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