The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students’ academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners’ self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants’ digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students’ digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners’ digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course

A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education

Since its debut in the field of education nearly three decades ago, Artificial Intelligence (AI) has been considered as a powerful tool to facilitate new paradigms for instructional design and innovative educational practice in the form of intelligent tutoring systems, chatbots, teaching robots and adaptive learning systems among others. Recent technological advances in the adjacent areas of natural language processing, machine learning and computer graphics focusing primarily on design features that can improve their human-like qualities of naturalness and believability as human interlocutors have also amplified new application opportunities for Intelligent Virtual Agents (IVAs) or Animated Pedagogical Agents (APAs) within the area of Intelligent Computer-Assisted Language Learning (ICALL). Although AI-powered IVAs hold the potential to enhance the learning process in nearly any knowledge domain and personalize automation in teaching by embodying different roles in the learning environment, strikingly few studies have empirically attempted to assess IVAs impact on L2 learners’ academic achievement when learning English as a Foreign (EFL) so far. This study addresses this issue via a systematic review of relevant interventionist IVA studies that were conducted in EFL settings and published within the 2015-2020 timeframe examining IVAs key affordances, major barriers in their adoption for language learning purposes, and the CALL research trends currently prevalent on the topic. Pedagogical implications for the effective implementation of IVA technology in L2 contexts are discussed and future research avenues in the area are highlighted

Grasping the Nettle of L2 Idiomaticity Puzzle: The Case of Idiom Identification and Comprehension during L2 Reading by Greek Learners of English

Abstract and full text of the articles are freely available on www.degruyter.com (De Gruyter Open)

The use of lexical influencing strategies in the identification and comprehension of L2 phrasal idioms during reading by Greek learners of English

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review

Contemporary school leadership has always been considered to be one of the most pivotal factors conducive to school effectiveness as well as a driver of change and strategic innovation involving the development of a strong vision, attendant goals and a relevant plan for implementation, monitoring and review. However, the disruption in the provision of educational services caused by the recent COVID-19 pandemic global outbreak revealed deficits in school leadership theory that were largely associated with the adoption of proper crisis management skills by the vast majority of schools’ principals to readily adapt to a new reality and effectively confront upcoming challenges, at both instructional and organizational levels. Interestingly, although crisis management as a notion has been substantially elaborated on a theoretical level and successfully applied in different types of crises, it still has not gained a sustained focus within the field of educational leadership, as evidenced by the notable scarcity of related empirical research. This study addresses this gap in the research via a systematic review of scientific papers, published within the 2019–2022 timespan and compiled under the PRISMA framework, reporting on the challenges faced, the crisis management strategies employed and the personality traits that were most commonly associated with effective crisis leadership throughout the turbulent COVID-19 era

Delving into the use of L2 vocabulary learning strategies by Greek ESP university students and the role of self-esteem

Strategic competence and affective factors have recently been empirically considered to be the key determinants of successful autonomous learning in the SLA field. This study investigated the self-reported use of L2 vocabulary learning strategies among 297 Greek university ESP students based on gender and level of vocabulary knowledge to determine the extent to which their self-described degree of self-esteem affected their strategic competence in learning technical vocabulary in English. The pedagogical implications of the study indicate a need for the adoption of individualized strategy training programs accompanied by a social-emotional teaching approach

A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

The COVID-19 health crisis has wrought substantial challenges on individuals, societies, and organizations worldwide that have significantly transformed the way people function in their workplace on a daily basis, resulting in heightened levels of physical, psychological, and social deprivation. Available empirical evidence in the field of education has explicitly foregrounded the negative impact of the pandemic on teachers’ well-being (TWB) and mental health as existing pressures became exacerbated and additional stressors accumulated in the workplace in search of the requisite TWB remedial interventions to be used in times of crises. As frontline education providers, teachers were not only called upon to confront difficulties associated with the shift to COVID-19-induced online modes of instruction supporting students’ academic development and well-being but also effectively navigate adversity and stress in their own personal and professional lives. Given that teacher well-being has consistently been reported as a key determinant of quality education and excellence ensuring the stability of a well-qualified workforce, this study uses a systematic review approach to investigate educators’ well-being status, identify predictors, and report on the effective strategies for TWB utilized by educators themselves during the COVID-19 era. Fifty-three empirical studies published between 2020 and 2023, collected within the PRISMA-statement framework, were included in the final analysis. Implications for policy and school administrators are also discussed followed by insights for future research avenues in the area of teacher education and professional development

A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education

Since its debut in the field of education nearly three decades ago, Artificial Intelligence (AI) has been considered as a powerful tool to facilitate new paradigms for instructional design and innovative educational practice in the form of intelligent tutoring systems, chatbots, teaching robots and adaptive learning systems among others. Recent technological advances in the adjacent areas of natural language processing, machine learning and computer graphics focusing primarily on design features that can improve their human-like qualities of naturalness and believability as human interlocutors have also amplified new application opportunities for Intelligent Virtual Agents (IVAs) or Animated Pedagogical Agents (APAs) within the area of Intelligent Computer-Assisted Language Learning (ICALL). Although AI-powered IVAs hold the potential to enhance the learning process in nearly any knowledge domain and personalize automation in teaching by embodying different roles in the learning environment, strikingly few studies have empirically attempted to assess IVAs impact on L2 learners’ academic achievement when learning English as a Foreign (EFL) so far. This study addresses this issue via a systematic review of relevant interventionist IVA studies that were conducted in EFL settings and published within the 2015-2020 timeframe examining IVAs key affordances, major barriers in their adoption for language learning purposes, and the CALL research trends currently prevalent on the topic. Pedagogical implications for the effective implementation of IVA technology in L2 contexts are discussed and future research avenues in the area are highlighted