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This study investigated student engagement by conceptualizing learning engagement and examining the inner mechanism that operates in the university English learning context. This study administered a questionnaire to 376 college students, and data analysis was conducted with SPSS 26.0 and AMOS 24.0. The findings revealed that student engagement can be conceptualized into behavioral, cognitive, affective, and interactive engagement. The results confirmed that cognitive engagement positively affected behavioral engagement, whereas affective engagement did not. Affective engagement had positive effects on both cognitive engagement and interactive engagement. Interactive engagement positively affected cognitive engagement but did not affect behavioral engagement. Further, the results showed that cognitive engagement acted as a full mediator between affective engagement and behavioral engagement, as well as between interactional engagement and behavioral engagement. The findings of this study propose implications for optimizing English teaching to facilitate student engagement and ultimately enhancing their learning satisfaction along with improving academic outcomes.

For the past two decades, learner psychology in relation to second language acquisition (SLA) has been a hot topic, and negative emotional variables in students’ language learning have attracted a lot of attention. More recently, focus has shifted to a positive emotion, enjoyment, and its relationship with anxiety. The present mixed-method study investigated the levels of FLCA and FLE of 228 Chinese EFL learners, the correlations between the two and the sources evoking these two emotions in a blended learning environment. Considering the questionnaire’s findings, participants reported relatively high levels of FLE (Mean=3.53, SD=.61) and low levels of FLCA (Mean=3.12, SD=.42). There was no significant correlation between FLCA and FLE, according to correlation analysis. Additionally, a qualitative investigation of students’ emotional experiences found that FLCA was more closely tied to learner-internal factors while FLE was to the teacher. The conclusions have pedagogical ramifications for EFL teaching in China’s educational system. [ABSTRACT FROM AUTHOR]

The purpose of study was to investigate university students' attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students' perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students' learning interest and foster learner autonomy. [ABSTRACT FROM AUTHOR]

The article presents a study of the differences among skin microbiome depending on the level of urbanization in China, exploring whether the residential environments in five Chinese cities is linked with divergent microbial community assembly processes and heterogeneity among skin microbiomes. It compares the skin microbiomes of Chinese women living in Chinese cities using 16S ribosomal RNA (rRNA) gene amplicon sequencing, reporting higher prevalence of skin diseases in urban areas.