The impact of technology on foreign language anxiety: A systematic review of empirical studies from 2004 to 2024
Ai Y, Hu Y, Zhao W (2024) Interactive learning: Harnessing technology to alleviate foreign language anxiety in foreign literature education. Interact Learn Environ 29:17485–17537. https://doi.org/10.1080/10494820.2024.2409990
Google Scholar
Alsaffar MJ (2021) Virtual reality software as preparation tools for oral presentations: Perceptions from the classroom. Theory Pr Lang Stud 11(10):1146–1160. https://doi.org/10.17507/tpls.1110.02
Google Scholar
Alshumaimeri Y. A., Alhumud A. M. (2021) EFL students’ perceptions of the effectiveness of virtual classrooms in enhancing communication skills. English Language Teaching (11): 80–96. https://doi.org/10.5539/elt.v14n11p80
Altamimi DHF (2023) The correlation between language anxiety and foreign language achievement among undergraduate students at University of Tabuk. Migr Lett 20(S11):508–520
Ancillai C, Sabatini A, Gatti M, Perna A (2023) Digital technology and business model innovation: A systematic literature review and future research agenda. Technol Forecast Soc 188:122307. https://doi.org/10.1016/j.techfore.2022.122307
Google Scholar
Aydın S (2018) Technology and foreign language anxiety: Implications for practice and future research. J Lang Linguist Stud 14(2):193–211
Bai Y (2024) A mixed methods investigation of mobile-based language learning on EFL students’ listening, speaking, foreign language enjoyment, and anxiety. SAGE Open 14(2):21582440241255554. https://doi.org/10.1177/21582440241255554
Google Scholar
Barchard KA, Brackett MA, Mestre JM (2016) Taking stock and moving forward: 25 years of emotional intelligence research. Emot Rev 8(4):289–289. https://doi.org/10.1177/1754073916650562
Google Scholar
Busso A, Sanchez B (2024) Advancing communicative competence in the digital age: A case for AI tools in Japanese EFL education. Technol Lang Teach Learn 6(3):1211–1211. https://doi.org/10.29140/tltl.v6n3.1211
Google Scholar
Cakir R, Solak E (2014) Exploring the factors influencing e-learning of Turkish EFL learners through TAM. Turk Online J Educ Technol-TOJET 13(3):79–87
Çakmak F, Ismail SM, Karami S (2023) Advancing learning-oriented assessment (LOA): Mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted language learning. Lang Test Asia 13(1):20. https://doi.org/10.1186/s40468-023-00230-8
Google Scholar
Chahrazad MM, Kamel K (2022) Dealing with foreign language speaking anxiety: What every language teacher should know. Train, Lang Cult 6(1):20–32. https://doi.org/10.22363/2521-442X-2022-6-1-20-32
Google Scholar
Charmaz K, Thornberg R (2021) The pursuit of quality in grounded theory. Qual Res Psychol 18(3):305–327. https://doi.org/10.1080/14780887.2020.1780357
Google Scholar
Chen CM, Lee TH (2011) Emotion recognition and communication for reducing second‐language speaking anxiety in a web‐based one‐to‐one synchronous learning environment. Brit J Educ Technol 42(3):417–440. https://doi.org/10.1111/j.1467-8535.2009.01035.x
Google Scholar
Chen HJH (2011) Developing and evaluating SynctoLearn, a fully automatic video and transcript synchronization tool for EFL learners. Comput Assist Lang L 24(2):117–130. https://doi.org/10.1080/09588221.2010.526947
Google Scholar
Chen XJ, Hu ZB, Wang CL (2024) Empowering education development through AIGC: A systematic literature review. Educ Inf Technol 29:17485–17537. https://doi.org/10.1007/s10639-024-12549-7
Google Scholar
Chen X, Hu Z, Li Y, Wang CL (2025) The journey of challenges and triumphs: a systematic literature review of the dynamic evolution of human-centered artificial intelligence in education. Interact Learn Envir 1-26. https://doi.org/10.1080/10494820.2025.2472288
Chun D, Kern R, Smith B (2016) Technology in language use, language teaching, and language learning. Mod Lang J 100(S1):64–80. https://doi.org/10.1111/modl.12302
Google Scholar
Cruz J, Anderson KT (2024) Reconceptualizing online discussion forums as a fabricated focus group: Illuminating educators’ language ideologies through asynchronous discussion posts. Int J Qual Stud Educ 37(1):19–37. https://doi.org/10.1080/09518398.2021.1991031
Google Scholar
Dai J, Zhang X, Wang CL (2024) A meta-analysis of learners’ continuance intention toward online education platforms. Educ Inf Technol 29:21833–21868. https://doi.org/10.1007/s10639-024-12654-7
Google Scholar
Dai K, Wang Y (2024) Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms. System 123:103339. https://doi.org/10.1016/j.system.2024.103339
Google Scholar
Deacon B, Laufer M, Schäfer LO (2023) Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective. Brit J Educ Technol 54(2):441–466. https://doi.org/10.1111/bjet.13277
Google Scholar
Derakhshan A, Solhi M, Dewaele JM, Shakki F (2025) Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom. Stud Second Lang Le 15(1):41–72. https://doi.org/10.14746/ssllt.40078
Google Scholar
Dewaele JM (2022) The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: An exploratory investigation. Itl-Int J Appl Ling 173(1):94–119. https://doi.org/10.1075/itl.21019.dew
Google Scholar
Dewaele JM, Li C (2021) Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Lang Teach Res 25(6):922–945. https://doi.org/10.1177/13621688211014538
Google Scholar
Dewaele JM, MacIntyre P (2024) You can’t start a fire without a spark. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms. Appl Linguist Rev 15(2):403–426. https://doi.org/10.1515/applirev-2021-0123
Google Scholar
Dewaele JM, Petrides KV, Furnham A (2008) Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Lang Learn 58(4):911–960. https://doi.org/10.1111/j.1467-9922.2008.00482.x
Google Scholar
Dewaele JM, Guedat‐Bittighoffer D, Dat MA (2025) Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning. Int J Appl Linguist 35(1):152–167. https://doi.org/10.1111/ijal.12607
Google Scholar
Dewaele JM (2024) Some considerations on the emotions of heritage language learners, teachers, and users. Mod Lang J 108. https://doi.org/10.1111/modl.12896
Diekemper RL, Ireland BK, Merz LR (2015) Development of the documentation and appraisal review tool for systematic reviews. World J Meta-Anal 3(3):142–150. https://doi.org/10.13105/wjma.v3.i3.142
Google Scholar
Diert-Boté I, Moncada-Comas B (2024) Out of the comfort zone, into the learning zone: An exploration of students’academic buoyancy through the 5-Cs in English-medium instruction. System 124:103385. https://doi.org/10.1016/j.system.2024.103385
Google Scholar
Ding M (2024) The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach. ReCALL 36(3):287–305. https://doi.org/10.1186/s40561-023-00263-9
Google Scholar
Dizon G, Thanyawatpokin B (2021) Emergency remote language learning: Student perspectives of L2 learning during the COVID-19 pandemic. JALT CALL J 17(3):349–370. https://doi.org/10.29140/jaltcall.v17n3.431
Google Scholar
Gaur A, Kumar M (2018) A systematic approach to conducting review studies: An assessment of content analysis in 25 years of IB research. J World Bus 53(2):280–289. https://doi.org/10.1016/j.jwb.2017.11.003
Google Scholar
Gkonou C, Mercer S (2017) Understanding emotional and social intelligence among English language teachers. British Council, London
Glaser B, Strauss A (2017) Discovery of grounded theory: Strategies for qualitative research. Routledge, New York. https://doi.org/10.4324/9780203793206
Gok D, Bozoglan H, Bozoglan B (2023) Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety. Comput Assist Lang L 36(4):840–860. https://doi.org/10.1080/09588221.2021.1950191
Google Scholar
Golonka EM, Bowles AR, Frank VM, Richardson DL, Freynik S (2014) Technologies for foreign language learning: A review of technology types and their effectiveness. Comput Assist Lang L 27(1):70–105. https://doi.org/10.1080/09588221.2012.700315
Google Scholar
Gough D, Thomas J, Oliver S (eds) (2017) An introduction to systematic reviews. Sage, London
Harb J, Abu Bakar N, Krish P (2014) Gender differences in attitudes towards learning oral skills using technology. Educ Inf Technol 19:805–816. https://doi.org/10.1007/s10639-013-9253-0
Google Scholar
Hong JC, Tai KH, Ye JH (2019) Playing a Chinese remote‐associated game: The correlation among flow, self‐efficacy, collective self‐esteem and competitive anxiety. Brit J Educ Technol 50(5):2720–2735. https://doi.org/10.1111/bjet.12721
Google Scholar
Huang F, Zhang H (2024) Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning. System 126:103507. https://doi.org/10.1016/j.system.2024.103507
Google Scholar
Hurd S (2007) Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence. System 35(4):487–508. https://doi.org/10.1016/j.system.2007.05.001
Google Scholar
İnceçay V, Koçoğlu Z (2017) Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners. Educ Inf Technol 22:901–916. https://doi.org/10.1007/s10639-016-9463-3
Google Scholar
Jin F, Sun L, Pan Y, Lin CH (2025b) High heels, compass, Spider-Man, or drug? Metaphor analysis of generative artificial intelligence in academic writing. Comput Educ 228:105248. https://doi.org/10.1016/j.compedu.2025.105248
Google Scholar
Jin F, Peng X, Sun L, Song Z, Zhou K, Lin CH (2025a) Knowledge (co-)construction among artificial intelligence, novice teachers, and experienced teachers in an online professional learning community. J Comput Assist Lear 41(2):e70004. https://doi.org/10.1111/jcal.70004
Google Scholar
Jin S (2023) Tapping into social media: Transforming EFL learners’ writing skills and alleviating anxiety through YouTube. Educ Inf Technol 29(9):10707–10728. https://doi.org/10.1007/s10639-023-12252-z
Google Scholar
Jing YH, Chen XJ, Zhu KK, Shen SS, Wang CL (2023) The implementation path and problems encountered during emergency remote teaching in vocational colleges: a qualitative study in China. SAGE Open 13(4):1–16. https://doi.org/10.1177/21582440231212160
Google Scholar
Jing YH, Wang CL, Chen ZY, Shen SS, Shadiev R (2024a) A bibliometric analysis of studies on technology-supported learning environments: hot topics and frontier evolution. J Comput Assist Lear 40(3):1185–1200. https://doi.org/10.1111/jcal.12934
Google Scholar
Jing YH, Wang CL, Chen Y, Wang HM, Yu T, Shadiev R (2024b) Bibliometric mapping techniques in educational technology research: A systematic literature review. Educ Inf Technol 29(8):9283–9311. https://doi.org/10.1007/s10639-023-12178-6
Google Scholar
Johnson RB, Onwuegbuzie AJ, Turner LA (2007) Toward a definition of mixed methods research. J Mix Method Res 1(2):112–133. https://doi.org/10.1177/1558689806298224
Google Scholar
Kaplan-Rakowski R, Gruber A (2023) The impact of high-immersion virtual reality on foreign language anxiety. Smart Learn Environ 10(1):46. https://doi.org/10.1186/s40561-023-00263-9
Google Scholar
Kelsen B, Czeszumski A, Liang SHY, Pei YC, Hung J, Chan HL, Yeh HW (2025) Exploring foreign language anxiety and resting-state EEG alpha asymmetry. Brain Lang 261:105519. https://doi.org/10.1016/j.bandl.2024.105519
Google Scholar
Kern R (2014) Technology as Pharmakon: The promise and perils of the internet for foreign language education. Mod Lang J 98(1):340–357. https://doi.org/10.1111/j.1540-4781.2014.12065.x
Google Scholar
Kruk M (2022) Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Comput Assist Lang L 35(1-2):190–216. https://doi.org/10.1080/09588221.2019.1677722
Google Scholar
Lai C (2015) Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Comput Educ 82:74–83. https://doi.org/10.1016/j.compedu.2014.11.005
Google Scholar
Lee JS, Drajati NA (2019) Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australas J Educ Tec 35(5):168–182. https://doi.org/10.14742/ajet.5177
Google Scholar
Levy M (2009) Technologies in use for second language learning. Mod Lang J 93:769–782. https://doi.org/10.1111/j.1540-4781.2009.00972.x
Google Scholar
Li B, Li C (2024) Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System 123:103335. https://doi.org/10.1016/j.system.2024.103335
Google Scholar
Li R, Meng Z, Tian M, Zhang Z, Ni C, Xiao W (2019) Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China. Comput Assist Lang L 32(7):784–804. https://doi.org/10.1080/09588221.2018.1540433
Google Scholar
Li M, Pan Z, Sun Y, Yao Z (2021) Virtual reality in foreign language learning: A review of the literature. In: 2021 IEEE 7th international conference on virtual reality (ICVR). IEEE, China, 2021. https://doi.org/10.1109/ICVR51878.2021.9483842
Lin TJ, Lan YJ (2015) Language learning in virtual reality environments: Past, present, and future. J Educ Technol Soc 18(4):486–497.
Lin Y, Yu Z (2024) A bibliometric analysis of artificial intelligence chatbots in educational contexts. Interact Technol Sma 21(2):189–213. https://doi.org/10.1108/ITSE-12-2022-0165
Google Scholar
Lin Y, Yu Z (2025a) An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education. Behav Inf Technol 44(4):631–655. https://doi.org/10.1080/0144929X.2024.2332458
Google Scholar
Lin Y, Yu Z (2025b) Learner perceptions of artificial intelligence-generated pedagogical agents in language learning videos: Embodiment effects on technology acceptance. Int J Hum-Comput Int 41(2):1606–1627. https://doi.org/10.1080/10447318.2024.2359222
Google Scholar
Lin Y, Niu R, Yu Z (2023) Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration. Lang Teach Res 13621688231216201. https://doi.org/10.1177/13621688231216201
Liu H, Yu J, Wu B, Ren Y, Liu Q (2025) Bibliometric analysis and content analysis of digital entrepreneurship: utilizing the WoS and Scopus databases. Hum Soc Sci Commun 12(1):1–26. https://doi.org/10.1057/s41599-025-04440-8
Google Scholar
Liu Y, Zhang H, Jiang M, Chen J, Wang M (2024a) A systematic review of research on emotional artificial intelligence in English language education. System 126:103478. https://doi.org/10.1016/j.system.2024.103478
Google Scholar
Liu YC, Xu GR, Yuan S, Zhou C, Wang CL (2024b) Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research. Stud Educ Eval 83:101423. https://doi.org/10.1016/j.stueduc.2024.101423
Google Scholar
Lu M (2025) A configurational exploration of how emotions influence willingness to communicate among Chinese EFL learners: A fsQCA approach. System 131:103649. https://doi.org/10.1016/j.system.2025.103649
Google Scholar
Luo H, Li G, Feng Q, Yang Y, Zuo M (2021) Virtual reality in K-12 and higher education: A systematic review of the literature from 2000 to 2019. J Comput Assist Lear 37(3):887–901. https://doi.org/10.1111/jcal.12538
Google Scholar
Ma H, Ismail L (2025) Bibliometric analysis and systematic review of digital competence in education. Hum Soc Sci Commun 12(1):1–17. https://doi.org/10.1057/s41599-025-04401-1
Google Scholar
Ma M, Noordin N, Razali AB (2022) Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review. World J Engl Lang 12(6):361. https://doi.org/10.5430/wjel.v12n6p361
Google Scholar
Ma Y, Wang CL (2025) Empowering music education with technology: a bibliometric perspective. Hum Soc Sci Commun 12(1):1–14. https://doi.org/10.1057/s41599-025-04616-2
Google Scholar
Mariani MM, Hashemi N, Wirtz J (2023) Artificial intelligence empowered conversational agents: A systematic literature review and research agenda. J Bus Res 161:113838. https://doi.org/10.1016/j.jbusres.2023.113838
Google Scholar
McCombs BL, Whisler JS (1997) The learner-centered classroom and school: strategies for increasing student motivation and achievement. Jossey-Bass, San Francisco
Melchor-Couto S (2017) Foreign language anxiety levels in Second Life oral interaction. ReCALL 29(1):99–119. https://doi.org/10.1017/S0958344016000185
Google Scholar
Mettewie L, Van Mensel L, De Smet A, Galand B (2024) A longitudinal test of the impact of CLIL on language emotions and learning motivation. System 123:103355. https://doi.org/10.1016/j.system.2024.103355
Google Scholar
Mohamed AM (2024) Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: Perceptions of EFL faculty members. Educ Inf Technol 29(3):3195–3217. https://doi.org/10.1007/s10639-023-11917-Z
Google Scholar
Neuschafer T (2023) Understanding Duolingo discussion boards as social-emotional support during the COVID-19 pandemic. J Educ Online 20(2):n2. https://doi.org/10.9743/JEO.2023.20.2.8
Google Scholar
O’Dowd R (2009) Online intercultural exchange—An introduction for foreign language teachers. ELT J 63(1):81–84. https://doi.org/10.1093/elt/ccn065
Google Scholar
Oruç E, Demirci C (2020) Foreign language anxiety and English language achievement in higher education: The mediating role of student engagement. Eur J Educ Stud 7(3):199–212. https://doi.org/10.5281/zenodo.3756910
Google Scholar
Oxford RL (2016a) Powerfully Positive: Searching for a Model of Language Learner Well-Being. In: Gabryś-Barker D, Gałajda D (eds) Positive Psychology Perspectives on Foreign Language Learning and Teaching. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-32954-3_2
Oxford RL (2016b) 2 Toward a Psychology of Well- Being for Language Learners: The ‘EMPATHICS’ Vision. In MacIntyre P, Gregersen T, Mercer M (Eds), Positive Psychology in SLA. Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781783095360-003
Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, … Moher D (2021) The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ 372. https://doi.org/10.1136/bmj.n71
Pan L, Luo H, He X, Ye Y (2025) Bridging foreign language classroom anxiety to Thai students’ Chinese language success. Acta Psychol 256:105018. https://doi.org/10.1016/j.actpsy.2025.105018
Google Scholar
Paul J, Lim WM, O’Cass A, Hao AW, Bresciani S (2021) Scientific procedures and rationales for systematic literature reviews (SPAR-4-SLR). Int J Consum Stud 45(4):O1–O16. https://doi.org/10.1111/ijcs.12695
Google Scholar
Pentina I, Xie T, Hancock T, Bailey A (2023) Consumer–machine relationships in the age of artificial intelligence: Systematic literature review and research directions. Psychol Mark 40(8):1593–1614. https://doi.org/10.1002/mar.21853
Google Scholar
Pishghadam R (2009) A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electron J Foreign Lang Teach 6(1):31–41
Pollock A, Berge E (2018) How to do a systematic review. Int J Stroke 13(2):138–156. https://doi.org/10.1177/1747493017743796
Google Scholar
Prikshat V, Islam M, Patel P, Malik A, Budhwar P, Gupta S (2023) AI-augmented HRM: Literature review and a proposed multilevel framework for future research. Technol Forecast Soc 193:122645. https://doi.org/10.1016/j.techfore.2023.122645
Google Scholar
Radianti J, Majchrzak TA, Fromm J, Wohlgenannt I (2020) A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Comput Educ 147:103778. https://doi.org/10.1016/j.compedu.2019.103778
Google Scholar
Resnik P, Dewaele JM (2020) Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach. System 94:102324. https://doi.org/10.1016/j.system.2020.102324
Google Scholar
Resnik P, Dewaele JM (2023) Learner emotions, autonomy and trait emotional intelligence in “in-person” versus emergency remote English foreign language teaching in Europe. Appl Linguist Rev 14(3):473–501. https://doi.org/10.1515/applirev-2020-0096
Google Scholar
Rezai A, Ashkani P, Moradian MR (2025) Is informal digital learning of english significantly correlated with online motivation for learning, online foreign language enjoyment, and telecollaborative foreign language anxiety? Evidence from higher education. Int J Hum-Comput Int 1–15. https://doi.org/10.1080/10447318.2024.2445102
Salem AA (2019) A sage on a stage, to express and impress: TED Talks for improving oral presentation skills, vocabulary retention and its impact on reducing speaking anxiety in ESP settings. Engl Lang Teach 12(6):146–160. https://doi.org/10.5539/elt.v12n6p146
Google Scholar
Sari E, Han T (2024) The impact of automated writing evaluation on English as a foreign language learners’ writing self‐efficacy, self‐regulation, anxiety, and performance. J Comput Assist Lear 40(5):2065–2080. https://doi.org/10.1111/jcal.13004
Google Scholar
Seligman MEP, Csikszentmihalyi M (2000) Positive psychology: An introduction. Am Psychol 55(1):5–14. https://doi.org/10.1037/0003-066X.55.1.5
Google Scholar
Shadiev R, Feng Y, Zhussupova R, Altinay F (2024) Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence. Comput Assist Lang L 1-37. https://doi.org/10.1080/09588221.2024.2430761
Shao K, Yu W, Ji Z (2013) An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. Mod Lang J 97(4):917–929. https://doi.org/10.1111/j.1540-4781.2013.12042.x
Google Scholar
Shlonsky A, Noonan E, Littell JH, Montgomery P (2011) The role of systematic reviews and the Campbell collaboration in the realization of evidence-informed practice. Clin Soc Work J 39:362–368. https://doi.org/10.1007/s10615-010-0307-0
Google Scholar
Staedtler A, Querol-Julián M, Hernández ES, Botes E (2025) Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales. System 132:103697. https://doi.org/10.1016/j.system.2025.103697
Google Scholar
Sweller J (2011) Cognitive load theory. In: Mestre, JP and Ross BH (eds) The psychology of learning and motivation: cognition in education. Elsevier Academic Press, Cambridge, MA, p 37-76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tram NHM, Nguyen TT, Tran CD (2024) ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study. System 127:103528. https://doi.org/10.1016/j.system.2024.103528
Google Scholar
Wang C, Zou B, Du Y, Wang Z (2024a) 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. System 127:103533. https://doi.org/10.1016/j.system.2024.103533
Google Scholar
Wang CL, Dai J, Zhu KK, Yu T, Gu XQ (2023) Understanding the continuance intention of college students toward new e-learning spaces based on an integrated model of the TAM and TTF. Int J Hum-Comput Int 40(24):8419–8432. https://doi.org/10.1080/10447318.2023.2291609
Google Scholar
Wang CL, Chen XJ, Yu T, Liu YD, Jing YH (2024b) Education reform and change driven by digital technology: A bibliometric study from a global perspective. Hum Soc Sci Commun 11:256. https://doi.org/10.1057/s41599-024-02717-y
Google Scholar
Wang CL, Chen XJ, Hu ZB, Jin S, Gu XQ (2025a) Deconstructing university learners’ adoption intention towards AIGC technology: A mixed-methods study using ChatGPT as an example. J Comput Assist Lear 41:e13117. https://doi.org/10.1111/jcal.13117
Google Scholar
Wang CL, Chen XJ, Li YF, Wang PJ, Wang HM, Li YY (2025d) MetaClassroom: A New Paradigm and Experience for Programming Education. J Educ Comput Res 63(4):864–901. https://doi.org/10.1177/07356331251322470
Google Scholar
Wang JY, Li YY, Chen XJ, Wang CL (2025c) Before and After: How Did the Pandemic Reshape Virtual Laboratory Research? SAGE Open 15(2):1–23. https://doi.org/10.1177/21582440251339961
Google Scholar
Wang X, Hui L (2024) Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom. System 125:103418. https://doi.org/10.1016/j.system.2024.103418
Google Scholar
Wang Y, Wang X, Yao X (2025b) A polynomial regression and surface response analysis of the (in) congruence of enjoyment and anxiety in online EFL learning. System 133:103753. https://doi.org/10.1016/j.system.2025.103753
Google Scholar
Wang CL, Chen YF, Hu ZB, Li YY, Gu XQ (2025e) The journey of challenges and victories: Exploring the transformation action framework in the GenAI era from multifaceted policies. ETR&D-Educ Tech Res 1–43. https://doi.org/10.1007/s11423-025-10535-5
Warschauer M, Kern R (2000) Network-based language teaching: Concepts and practice. Cambridge University Press. https://doi.org/10.1017/CBO9781139524735
Winaldo MD, Oktaviani L (2022) Influence of video games on the acquisition of the English language. J Engl Lang Teach Learn 3(2):21–26. https://doi.org/10.33365/jeltl.v3i2.1953
Google Scholar
Woodrow L (2011) College English writing affect: Self-efficacy and anxiety. System 39(4):510–522. https://doi.org/10.1016/j.system.2011.10.017
Google Scholar
Xu Y, Fang F (2024) Promoting educational equity: The implementation of translanguaging pedagogy in English language education. Int J Lang Stud 18(1):47–74. https://doi.org/10.5281/zenodo.10468187
Google Scholar
Xu B (2024) Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024). Lang Teach Res 13621688241277911. https://doi.org/10.1177/13621688241277911
Yang QF, Chang SC, Hwang GJ, Zou D (2020) Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Comput Educ 148:103808. https://doi.org/10.1016/j.compedu.2020.103808
Google Scholar
Yaprak Z (2022) The use of Canvas, a learning management system, to reduce EFL learners’ public speaking anxiety. Int J Prog Educ 18(5):333–347. https://doi.org/10.29329/ijpe.2022.467.20
Google Scholar
Yeşilçınar S, Dewaele JM, Erdemir N (2025) The psychometric validation of Turkish versions of four scales: the foreign language enjoyment, peace of mind, boredom, and classroom anxiety scales. Percept Mot Skill 132(1):61–92. https://doi.org/10.1177/00315125241280333
Google Scholar
Yuan H, Lv M, Wang W (2025) Emotions are a product of achievement: A network analysis of middle school students in second language acquisition. System 132:103714. https://doi.org/10.1016/j.system.2025.103714
Google Scholar
Zare J, Karimpour S, Delavar KA (2022) The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning. System 109:102891. https://doi.org/10.1016/j.system.2022.102891
Google Scholar
Zhang C, Meng Y, Ma X (2024) Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate. System 121:103259. https://doi.org/10.1016/j.system.2024.103259
Google Scholar
Zhang S, Lai C (2024) Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors. System 124:103384. https://doi.org/10.1016/j.system.2024.103384
Google Scholar
Zhao JH, Chen ZW, Yang QF (2024) I do and I understand: A virtual reality-supported collaborative design-assessing activity for EFL students. System 121:103213. https://doi.org/10.1016/j.system.2023.103213
Google Scholar
Zhao Y (2004) Recent developments in technology and language learning. CALICO J 21(1):7–27. https://doi.org/10.1558/cj.v21i1.7-27
Google Scholar
Zhao Y, Lai C (2023) Technology and second language learning: promises and problems. In: Parker LL (eds) Technology-mediated learning environments for young English learners. Routledge, London, p 167-206
Zhou G, Liu W, Guo S, Lin Y (2025) Where are we in online project-based learning? Evidence from a visualized bibliometric review (2013-2023). Comput Appl Eng Educ 33:e70044. https://doi.org/10.1002/cae.70044
Google Scholar
Zhou L, Xi Y, Lochtman K (2023) The relationship between second language competence and willingness to communicate: The moderating effect of foreign language anxiety. J Multiling Multicul 44(2):129–143. https://doi.org/10.1080/01434632.2020.1801697
Google Scholar
Zhu J, Zhang X, Li J (2024) Using AR filters in L2 pronunciation training: Practice, perfection, and willingness to share. Comput Assist Lang L 37(5-6):1364–1396. https://doi.org/10.1080/09588221.2022.2080716
Google Scholar
link
