Enjoyment in foreign language learning: A systematic review.

In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus.

Self-regulated learning strategies adopted by successful Chinese nursing students in the process of learning Nursing English.

As the number of foreign patients and the frequency of international academic exchanges increase, English proficiency has become increasingly essential for Chinese nurses in the treatment and nursing processes, clinical academic exchanges, and ongoing education. However, the overall English proficiency of Chinese nurses is generally inadequate, greatly depending on the English that they acquire during their nursing education. This study aims to explore the challenges encountered by Chinese EFL (English as a Foreign Language) nursing students in the process of learning Nursing English, along with the effective self-regulated learning strategies they adopt to overcome these challenges.

EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022.

As the role of English as a global language grows, many governments in the Asian region have been promoting the use of English as medium of instruction (EMI) in universities and schools. In recent years, the use of EMI has been promoted in the form of Content Language Integrated Learning (CLIL) in many pre-primary, primary and secondary school systems in Asia. Because this focus on the school sector is relatively new, there seems to be relatively limited empirical research on the implementation of EMI and CLIL in primary and secondary schools in Asia.

Teacher cognition in teaching intercultural communicative competence: A qualitative study on preservice Chinese language teachers in Hong Kong SAR, China.

The purpose of this study is to examine preservice Chinese language teachers' cognition in teaching intercultural communicative competence. In the study we collected data through in-depth interviews with seven preservice teachers in a Master of Education program (Teaching Chinese as a Second Language, TCSL) at a university in Hong Kong SAR, China. The findings indicated that the participants had a relatively positive attitude and inclination toward the development of students' intercultural communicative competence, while their conceptualizations of culture tended to be static and ambiguous.