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Differentiated instruction improved writing engagement in EFL class
Case study examining how an EFL teacher used exploratory action research to enhance paragraph writing instruction, finding differentiated instruction more effective than collaborative group writing.
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Teacher boredom and learner boredom reinforce each other
Dynamic analysis of bidirectional feedback loops between perceived teacher boredom, learner boredom, and L2 writing motivation over 10 days among EFL learners and teachers.
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Saudi students showed high L2 grit in English study
Quantitative study of L2 grit among Saudi university students examining relationships with discipline, gender, and English proficiency levels.
