Read at home to do well at school: informal reading predicts achievement and motivation in English as a foreign language.

Introduction: Learning English as a foreign language is necessary for many students to actively participate in an increasingly globalized world. This study explores the role of informal English language engagement for students' reading and listening skills, as well as motivation to learn English. In an era of global interconnectedness, informal learning gains importance as a supplement to formal education.

Automated feedback and writing: a multi-level meta-analysis of effects on students' performance.

Introduction: Adaptive learning opportunities and individualized, timely feedback are considered to be effective support measures for students' writing in educational contexts. However, the extensive time and expertise required to analyze numerous drafts of student writing pose a barrier to teaching. Automated writing evaluation (AWE) tools can be used for individual feedback based on advances in Artificial Intelligence (AI) technology.

A closer look at the domain-specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large-scale longitudinal studies.

Background: Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five-factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain-specific relationships of openness with achievement.

Is a Long Essay Always a Good Essay? The Effect of Text Length on Writing Assessment.

The assessment of text quality is a transdisciplinary issue concerning the research areas of educational assessment, language technology, and classroom instruction. Text length has been found to strongly influence human judgment of text quality. The question of whether text length is a construct-relevant aspect of writing competence or a source of judgment bias has been discussed controversially.