Resilience, immunity, L2-teacher grit, and reflective teaching in language instruction: in service classes matters de réir Sayed M. Ismail, Iman Nikpoo

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What ethical requirements should be considered in language classroom assessment? insights from high school students de réir Zeinab Azizi, Sayed M. Ismail

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The effect of planning time on vocabulary acquisition in a task-based environment: the mediating roles of working memory and field (in)dependence de réir Jingjing Gui, Sayed M. Ismail

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Probing into the influence of EFL learners’ self-assessment and evaluation apprehension in predicting their personal best goals and self-efficacy skills: a structural equation mode... de réir Sayed M. Ismail, Tahereh Heydarnejad

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Online Dictionary Use Preferences and Lexical Semantics Issues Encountering Saudi EFL Learners in Arabic–English Translation de réir Sayed M. Ismail, Fahd Shehail Alalwi

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The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading de réir Sayed M. Ismail, Chuanli Wang, Radman Jamalyar

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Khaled Hosseini's women as modern archetypes: A study of obedient, resistant and empowered Afghan women de réir Muhammad Imran, Muhammad Imran, Sayed M. Ismail

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Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English ac... de réir Xiaoyi Zheng, Sayed M. Ismail, Tahereh Heydarnejad

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Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety manage... de réir Fidel Çakmak, Sayed M. Ismail, Samaneh Karami

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A diachronic study determining syntactic and semantic features of Urdu-English neural machine translation de réir Tamkeen Zehra Shah, Muhammad Imran, Sayed M. Ismail

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Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy de réir Bai Li, Xin Yang, Sayed M. Ismail, Asma Gheisari

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Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety de réir Tahereh Heydarnejad, Sayed M. Ismail, Goodarz Shakibaei, Abdulbaset Saeedian

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Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and a... de réir Lingxi Li, Sayed M. Ismail, Indrajit Patra, Desta Lami

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The blue sky of AI-assisted language assessment: autonomy, academic buoyancy, psychological well-being, and academic success are involved de réir Mohamad Ahmad Saleem Khasawneh, Sayed M. Ismail, Negash Hussen

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Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms de réir Sayed M. Ismail, Iman Nikpoo, K. D. V. Prasad

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Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context de réir Sayed M. Ismail, Indrajit Patra, HeXu Yang, Bemnet Ajanil

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I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction de réir Bayu Hendro Wicaksono, Sayed M. Ismail, Shakhnoza Akmalovna Sultanova, Dejen Abeba

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A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context de réir Asmaa Falah Theiyab Alazemi, Tahereh Heydarnejad, Sayed M. Ismail, Asma Gheisari

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Self-directed writing development across computer/AI-based tasks: Unraveling the traces on L2 writing outcomes, growth mindfulness, and grammatical knowledge de réir Alaa Aladini, Sayed M. Ismail, Mohamad Ahmad Saleem Khasawneh, Goodarz Shakibaei

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Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners de réir Zhongzheng Zhao, Xiaochuan Wang, Sayed M. Ismail, Md. Kamrul Hasan, Arash Hashemifardnia

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