The impact of achievement emotions on learning performance in online learning context: a meta-analysis by Mengmeng Qi, Wenying Liu, Mingyue Li, Gaoge Wang, Bowen Liu

“…Technology type and performance-measure type significantly moderated these relationships, while learner level, discipline, and online learning style did not.DiscussionFindings underscore the importance of fostering positive emotions in online learning and of adopting technologies that lessen the detrimental influence of negative emotions. …”
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Musyrifah Strategy in the Management of Mutawassith Class on Mufrodat Material at Shabah Al-Lughah by Ri'ayatul Maziyah, Arina Nur Jannah, Isti Mufidah, Zakiyah Arifa

“…Second, the role of musyrifah in the classroom is more often teacher-centered, that ismusyrifah acts as an instructor, musyrifah arranges to seat, delivers material, minimizes the transition time, gives a clue when mahasantrimention mufrodat meaning.Musyrifah dominates speech while Learner-centered roles are rarely used. So the existence of this research can provide a solution for instructors of Arabic language to develop their strategies, so that the desired goals of mufrodat material can be achieved.…”
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Lexical retrieval stages of momentarily inaccessible foreign language words by Peter Ecke, Merril F. Garrett

“…The second aspect usually takes more time and practice to be developed. While learners may have no problem understanding a FL word’s meaning, they frequently are unable to recall the word when necessary. …”
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ESL learners' perceptions of using High-Variability Phonetic Training (HVPT) through YouGlish to improve pronunciation skills by Rizgar Qasim Mahmood

“…They reported that YouGlish assisted them in accurately learning how to pronounce words and phrases from a variety of accents, including Australian, British, and American. Additionally, while learners had positive perceptions of using HVPT and YouGlish for pronunciation improvement, they emphasized the critical role of teachers in providing explicit corrective feedback and additional clarifications. …”
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Mathematical Representation Ability in HOTS Problems : A Study of Students’ Learning Style by Ultami Ismayani Febryana, Trisna Roy Pradipta

“…Learners with visual and auditory learning styles generally excel in visual aspects but weak in verbal and symbolic aspects, while learners with kinesthetic learning styles show varied abilities, with visual aspects remaining the most dominant. …”
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Elucidating university students’ intentions to seek automated writing feedback from Grammarly: toward perceptual and systemic predictors by Yupeng Lin, Zhonggen Yu

“…Abstract Automated writing evaluation has gained popularity in technology-enhanced language education, while learners’ technology acceptance of such tools has yet to be thoroughly investigated. …”
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Enhance Learning Performance Through Enriching Video Content Based on Ego State Therapy by Mohsen Mahmoudi, Fattaneh Taghiyareh, Abtin Hidaji

“…By observing the brain’s response while learners watch micro videos, we sought to understand the impact of these ego states on learners’ performance in E-Learning environments. …”
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Rethinking pre-training: cognitive load implications for learners with varying prior knowledge by Anna Gorbunova, Anastasiia Kapuza, Ouhao Chen, Jamie Costley

“…Pre-training consistently reduced extraneous load across all learners, including those with higher prior knowledge, challenging the expected expertise reversal effect. While learners with lower prior knowledge did not show significant reductions in intrinsic load, they benefited from decreased extraneous load during problem-solving. …”
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Beyond text in the EFL digital landscape exploring power, identity, and culture in post-COVID-19 online learning communities by Mohamed A. Mekheimer

“…Findings revealed a complex interplay of opportunities and challenges. While learners valued the flexibility and intercultural exchange afforded by the online environment, concerns emerged regarding power dynamics, equitable access to technology and resources, and the negotiation of cultural identities. …”
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Definiteness at the syntax-semantics interface: testing the acquisition of English articles by Kuwaiti Arabic speakers in relative clause contexts by Marta Tryzna, Ivan Ivanov, Yousuf AlBader

“…These findings suggest that while learners can converge towards target-like grammar, transfer effects and limited positive and negative evidence in input delay the process, with significant pedagogical implications for ESL teaching in Arabic-speaking contexts.…”
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Exploring Active Learning Strategies in Science among Senior High School STEM Learners and Teachers by Ananias Jr Yunzal, Aubrey Ginelle Rallos, May Noren Nanud, Ma. Lina Ondoy, Jhun Matthew Ares, Marchee Picardal

“…Both learners’ and teachers’ narratives emphasized the need for diverse approaches catering to the needs, interests, and contexts of every individual to promote the science of learning among students. While learners are struggling to concretize abstract concepts in science, their varied intentional science of learning enables them to navigate in the learning process.…”
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Pedagogical responsiveness of mathematics instruction at inclusive secondary schools: A particularistic case study by Leena Ngonyofi Kanandjebo

“…Learners experienced marginal responsive pedagogy in mathematics classrooms due to teachers' lack of knowledge and pedagogical skills for delivering meaningful mathematical instruction. While learners without disabilities struggled with comprehension and effective communication skills, learners with visual and hearing impairments faced a lack of equipment to support the conceptualisation and visualisation of mathematical subject content. …”
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Analisis Profil Berpikir Relasional Peserta Didik dalam Pemecahan Masalah Kontekstual Ditinjau dari Gaya Kognitif by Nikmarocha, Dwi Juniati, Pradnyo Wijayanti

“…Learners FI solves the problem using another method while learners FD uses the usual way. Learners FI do the recalculation while students SFD counts back by way of substitution.…”
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Generative AI in academic writing: Does information on authorship impact learners’ revision behavior? by Anna Radtke, Nikol Rummel

“…The results revealed that while learners invested less time in revising a text labeled as AI-generated, information about the author did not affect the number of areas identified as requiring improvement or the number of revisions made. …”
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Navigating the Dynamics of Learner Absenteeism in South African Urban Secondary Schools: An In-Depth Management Analysis and Strategic Framework by Richard Moloele, Madikela T. Lekalakala

“…The teachers emphasized systemic issues such as inadequate primary school preparation, while learners focused on specific linguistic difficulties. …”
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Exploring Reading Comprehension Challenges in the Setswana Home Language Classroom: Learners’ and Techers’ Perspectives by Paulinah M. Mahoro, Mary M. Makgato, Tilla Olifant

“…The teachers emphasized systemic issues such as inadequate primary school preparation, while learners focused on specific linguistic difficulties. …”
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The processing of familiar English L2 phrasal verbs in neutral and biased sentence contexts by Jianyao Yu, Jianyao Yu, Siya Wang, Siya Wang, Ping Zhang, Tai’an Chen, Tai’an Chen

“…Drawing on existing literature, we tentatively hypothesized that while learners might activate literal meanings early in processing, figurative activation could dominate later stages as far as familiar PVs are concerned. …”
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