Abstract
No public abstract is available from the verified source records.
Xue Bai, Rong Shi, Fatemeh Anghoreni, Siros Izadpanah
Abstract
Authors
Institutions
Provenance
crossref
No local reference links have been materialized yet.
No local citing links have been materialized yet.
The effectiveness of critical thinking training for cooperative learning among students of Islamic Azad University
2018
EFL university students’ acceptance and readiness for e-learning: A Structural Equation Modeling Approach
10.34190/ejel.22.1.3063 · 2024
Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction
2024
Unresolved referenced work
1986
A situated perspective on self-regulated learning from a person-by-context perspective
10.1080/13598139.2019.1568828 · 2019
Unresolved referenced work
1979
Introducing cooperative learning for ELT in Chile: Two Teachers’ Perceptions and Use
10.21703/rexe.v23i51.1744 · 2024
Academic performance in times of change: The Role of Emotional intelligence
2026
The role of emotions in the university classroom: Implications for Engagement and Dropout Prevention
10.1177/14697874251387029 · 2025
The implications of EFL/ESL teachers' emotions in their professional identity development
Confidence 100%
openalex
Confidence 95%
datacite
Confidence 0%
10.3389/fpsyg.2021.755592 · 2021
Using training and development to affect job satisfaction within franchising
10.1108/14626000710746745 · 2007
Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms
10.1016/j.system.2024.103339 · 2024
Teachers’ conceptions and use of cooperative learning in EFL classrooms
2024
10.1007/978-1-4899-2271-7
10.1007/978-1-4899-2271-7
I never make a permanent decision based on a temporary emotion”: Unveiling EFL Teachers’ Perspectives about Emotions in Assessment
10.1515/applirev-2023-0089 · 2023
Anxiety and enjoyment in oral presentations: A Mixed-method Study Into Chinese Efl Learners’ Oral Presentation Performance
10.1515/iral-2023-0161 · 2024
Investigating EFL students’ perceived values of online cooperative learning in MOOCs
10.30935/cedtech/15718 · 2025
Teachers’ perceptions of their influence on student practices to enhance the school environment: A Cross-sectional Study in Governmental General Education Schools in Al-Ahsa Province, Kingdom of Saudi Arabia
2024
Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge
10.1111/jcal.12804 · 2023
Non-normal and categorical data in structural equation modeling
2006
Emotional transmission in the classroom: Exploring the Relationship between Teacher and Student Enjoyment
10.1037/a0014695 · 2009
Students' perceptions of classroom activities: Are There Grade-level and Gender Differences?
10.1037/0022-0663.94.3.539 · 2002
An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate
10.1016/j.system.2006.11.003 · 2007
Exploring the effects of artificial intelligence application on EFL students' academic engagement and emotional experiences: A Mixed-methods Study
10.1111/ejed.12812 · 2025
The impact of cooperative learning on student engagement: Results from an Intervention
10.1177/1469787413498035 · 2013
Unresolved referenced work
1984
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context
10.1177/13621688221075781 · 2022
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China
10.1080/00049530.2023.2300460 · 2024
Social emotional interaction in collaborative learning: Why it Matters and How Can We Measure It?
10.1016/j.ssaho.2023.100447 · 2023
Dialogue among educators: Rethinking and Recreating Scenarios of Cooperative and Inclusive Learning
10.1016/j.ijedro.2024.100322 · 2024
An educational psychology success story: Social Interdependence Theory and Cooperative Learning
10.3102/0013189x09339057 · 2009
Validation of the academic emotions questionnaire
2009
Investigating the relationship between school environment perceptions and achievement goals: Do School Type, Field of Study, and Residence Area Make A Difference?
2008
Google Classroom: Malaysian University Students’ Attitudes Towards Its Use as A Learning Management System
10.34117/bjdv10n1-015 · 2024
Teaching cooperative learning through cooperative learning environment: A Qualitative Follow-up of an Experimental Study
10.1080/10494820.2022.2100429 · 2024
The effects of using the zone of proximal development (ZPD) on the fundamental English classes of Thai EFL learners
10.37745/ijelt.13/vol12n14664 · 2024
Unresolved referenced work
1984
Classroom environment and willingness to communicate in English: The Mediating Role of Emotions Experienced by University Students in China
10.1177/13621688221111623 · 2025
Positive emotions, self-regulatory capacity, and EFL performance in Chinese senior high school students
10.1016/j.actpsy.2024.104143 · 2024
Virtual classes and EFL students’ linguistic performance: Case Study of Engineering Students at Imam Abdulrahman bin Faisal University
10.70204/jlt.v4i1.308 · 2024
Positive influence of cooperative learning and emotion regulation on EFL learners’ foreign language enjoyment
10.3390/ijerph191912604 · doi-reference
Exploring the effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An Intervention Study
10.1016/j.tsc.2025.101765 · doi-reference
Crossing knowledge boundaries: From Team Learning to Knowledge Teams
10.1177/1046496420919929 · doi-reference
The impact of academic buoyancy and emotions on university students’ self-regulated learning strategies in L2 writing classrooms
10.1007/s11145-023-10411-9 · doi-reference
Conceptualisation, measurement, and prediction of foreign language learning psychological capital among Chinese EFL students
10.1080/01434632.2023.2193601 · doi-reference
The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners
10.1016/j.lmot.2023.101940 · doi-reference
Unpacking EFL learners’ emotions and emotion-regulation strategies in digital collaborative academic reading projects: An Integrated Approach of Vignette Methodology and Interview analysis
10.1016/j.jeap.2024.101404 · doi-reference
Peer and self-assessment of teamwork skills in high school: Using a Multi-rater Evaluation Method for Cooperative Learning Groups
10.1177/10567879221082969 · doi-reference
Enhancing EFL speaking skills of secondary school students through a constructivist learning activities (CLAs) program
10.21608/psjer.2023.243563.1023 · doi-reference
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
10.1037/0003-066x.55.1.68 · doi-reference
Technology-based collaborative learning: EFL Learners' Social Regulation and Modifications in Their Academic Emotions and Academic Performance
10.1007/s10639-024-13167-z · doi-reference
Flipped classroom with gamified technology and paper-based method for teaching vocabulary
10.1186/s40862-023-00222-4 · doi-reference
Emotions as a linguistic category: Perception and Expression of Emotions by Spanish EFL Students
10.1080/07908318.2019.1630422 · doi-reference
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
10.1016/j.cedpsych.2010.10.002 · doi-reference
The control-value theory of achievement emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
10.1007/s10648-006-9029-9 · doi-reference
Specialized training workshops for Algerian EFL teachers: A Transformative Pathway for ESP Instruction
10.7336/academicus.2024.29.08 · doi-reference
Mediating role of positive emotions on students’ self-regulated learning and academic achievement: A Case of Colleges of Education in the Bono Region, Ghana
10.4314/eajess.v3i3.175 · doi-reference
The role of epistemic emotions in personal epistemology and self-regulated learning
10.1080/00461520.2017.1421465 · doi-reference
The role of emotions in higher education teaching and learning processes
10.1080/03075079.2019.1665306 · doi-reference
Virtual classes and EFL students’ linguistic performance: Case Study of Engineering Students at Imam Abdulrahman bin Faisal University
10.70204/jlt.v4i1.308 · doi-reference
Positive emotions, self-regulatory capacity, and EFL performance in Chinese senior high school students
10.1016/j.actpsy.2024.104143 · doi-reference
Classroom environment and willingness to communicate in English: The Mediating Role of Emotions Experienced by University Students in China
10.1177/13621688221111623 · doi-reference
The effects of using the zone of proximal development (ZPD) on the fundamental English classes of Thai EFL learners
10.37745/ijelt.13/vol12n14664 · doi-reference
Teaching cooperative learning through cooperative learning environment: A Qualitative Follow-up of an Experimental Study
10.1080/10494820.2022.2100429 · doi-reference
Google Classroom: Malaysian University Students’ Attitudes Towards Its Use as A Learning Management System
10.34117/bjdv10n1-015 · doi-reference
An educational psychology success story: Social Interdependence Theory and Cooperative Learning
10.3102/0013189x09339057 · doi-reference
Dialogue among educators: Rethinking and Recreating Scenarios of Cooperative and Inclusive Learning
10.1016/j.ijedro.2024.100322 · doi-reference
Social emotional interaction in collaborative learning: Why it Matters and How Can We Measure It?
10.1016/j.ssaho.2023.100447 · doi-reference
Investigating the interrelationship among academic emotions, classroom engagement, and self-efficacy in the context of EFL learning in smart classrooms in China
10.1080/00049530.2023.2300460 · doi-reference
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context
10.1177/13621688221075781 · doi-reference
The impact of cooperative learning on student engagement: Results from an Intervention
10.1177/1469787413498035 · doi-reference
Exploring the effects of artificial intelligence application on EFL students' academic engagement and emotional experiences: A Mixed-methods Study
10.1111/ejed.12812 · doi-reference
An investigation of the relationship between forms of positive interdependence, social support, and selected aspects of classroom climate
10.1016/j.system.2006.11.003 · doi-reference
Students' perceptions of classroom activities: Are There Grade-level and Gender Differences?
10.1037/0022-0663.94.3.539 · doi-reference
Emotional transmission in the classroom: Exploring the Relationship between Teacher and Student Enjoyment
10.1037/a0014695 · doi-reference
Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge
10.1111/jcal.12804 · doi-reference
Investigating EFL students’ perceived values of online cooperative learning in MOOCs
10.30935/cedtech/15718 · doi-reference
Anxiety and enjoyment in oral presentations: A Mixed-method Study Into Chinese Efl Learners’ Oral Presentation Performance
10.1515/iral-2023-0161 · doi-reference
I never make a permanent decision based on a temporary emotion”: Unveiling EFL Teachers’ Perspectives about Emotions in Assessment
10.1515/applirev-2023-0089 · doi-reference
10.1007/978-1-4899-2271-7
10.1007/978-1-4899-2271-7 · doi-reference