Smart service interactional experience for family travelers: Scale development and validation
10.1177/10963480231226085 · doi-reference
10.1080/17501229.2026.2683868
10.1080/17501229.2026.2683868 · doi-reference
10.3390/jintelligence14070120
10.3390/jintelligence14070120 · doi-reference
The development and validation of a scale on student AI literacy in L2 writing: A domain-specific perspective
10.1016/j.jslw.2025.101227 · doi-reference
Analyzing professional English learning needs and situations of science and language majors in a Chinese university
10.5539/hes.v9n2p141 · doi-reference
10.3389/fpsyg.2026.1806457
10.3389/fpsyg.2026.1806457 · doi-reference
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective
10.1016/j.lmot.2025.102134 · doi-reference
10.1007/s40299-026-01127-9
10.1007/s40299-026-01127-9 · doi-reference
Investigating the interplay of Chinese English as foreign language learners’ growth mindset, enjoyment, adaptability, and engagement in AI-mediated informal digital learning of English
10.1002/jcal.70189 · doi-reference
EFL teachers’ generative artificial intelligence (GenAI) literacy: A scale development and validation study
10.1016/j.system.2025.103791 · doi-reference
10.1080/09588221.2026.2645428
10.1080/09588221.2026.2645428 · doi-reference
Development and validation of the perceived interactivity of learner-AI interaction scale
10.1007/s10639-024-12963-x · doi-reference
The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence
10.1016/j.system.2024.103533 · doi-reference
10.1002/jcal.70244
10.1002/jcal.70244 · doi-reference
A journey around alpha and omega to estimate internal consistency reliability
10.6018/analesps.33.3.268401 · doi-reference
Comparing network structures on three aspects: A permutation test
10.1037/met0000476 · doi-reference
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning
10.1017/s095834402400020x · doi-reference
Exploring generative AI as a roleplay interlocutor in L2 task-based pragmatics learning: Comparing ChatGPT-learner and technology-mediated peer interactions
10.1002/tesq.70010 · doi-reference
A meta-analysis of generative AI effects on language proficiency and affective–cognitive outcomes in language learning
10.1007/s10791-026-10015-1 · doi-reference
When can categorical variables be treated as continuous? A comparison of robust continuous and categorical SEM estimation methods under suboptimal conditions
10.1037/a0029315 · doi-reference
A conceptual model of service quality and its implication for future research
10.1177/002224298504900403 · doi-reference
Effects of GenAI-empowered interactive support on university EFL students’ self-regulated strategy use and engagement in reading
10.1016/j.iheduc.2024.100991 · doi-reference
10.4135/9781412995627
10.4135/9781412995627 · doi-reference
10.1186/s12913-024-11788-1
10.1186/s12913-024-11788-1 · doi-reference
Anniversary article interactional feedback in second language teaching and learning: A synthesis and analysis of current research
10.1177/1362168816644940 · doi-reference
10.1111/0022-4537.00153
10.1111/0022-4537.00153 · doi-reference
Drivers of intentions towards continued use of digital voice assistants: The moderating role of service experience
10.4018/jgim.387836 · doi-reference
Establishing content validity: Using qualitative and quantitative steps
10.5993/ajhb.23.4.9 · doi-reference
How social support contributes to self-efficacy and learning achievement: A validation study of secondary EFL learners
10.1016/j.system.2025.103770 · doi-reference
Interaction and instructed second language acquisition
10.1017/s0261444818000125 · doi-reference
Exploring “Flow” in young Chinese EFL learners’ online English learning activities
10.1016/j.system.2020.102425 · doi-reference
Untangling the relationship between AI-mediated informal digital learning of English (AI-IDLE), foreign language enjoyment and the ideal L2 self: Evidence from Chinese university EFL students
10.1111/ejed.12846 · doi-reference
A scoping review of AI-mediated informal language learning: Mapping out the terrain and identifying future directions
10.1017/s0958344025100359 · doi-reference
Applying generative artificial intelligence to task-based language teaching and learning: A systematic review and meta-analysis
10.1007/s11528-025-01140-7 · doi-reference
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
10.1016/j.actpsy.2024.104143 · doi-reference
Music education with GenAI: Exploring the mediating roles of enjoyment between smart service interactional experience and behavioural intention
10.1111/ejed.70423 · doi-reference
Development and validation of the PA-SDA scale: Measuring personal attributes in AI-integrated self-directed language learning
10.1016/j.system.2025.103793 · doi-reference
Generative AI (GenAI) in the language classroom: A systematic review
10.1080/10494820.2025.2498537 · doi-reference
A latent profile exploratory study on L2 dispositional flow among Chinese EFL undergraduates
10.1007/s44202-026-00719-2 · doi-reference
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
10.1080/10705519909540118 · doi-reference
