Volume 8, Issue 3 - 2026
Do AI Writing Tools Improve L2 Writing Performance? A Meta-Analysis of Experimental Evidence, Moderators, and Methodological Quality
Jinming Du
2026, 8(3): 80-103. doi: 10.61414/awr9xk46
How Teacher Learning Affects Middle School Students’ Learning Motivation and Habits: An Empirical Study Based on PLS-SEM
Junjie Yan, Jing Liu, Xiaonan Luo, Qunfang Zeng, Huilin Zhang, Jiafeng Xu
2026, 8(3): 64-79. doi: 10.61414/3tafbv16
Between Paperwork and Performance: Students’ Experiences of Assessment in Industry-Education Integration in Chinese Higher Vocational Education
Tengteng Zhuang, Yuxin Yang
2026, 8(3): 52-63. doi: 10.61414/6p41wq42
Transforming Learning through Productive Failure: A Multi-Dimensional Framework for Fairness in Education
Jing Liu, Junjie Yan, Xiaonan Luo, Wanni Chen, Xueliang Li
2026, 8(3): 35-51. doi: 10.61414/bsq6e774
Technology-Mediated Individual and Collaborative L2 Academic Writing on Learner Autonomy
Ziyu Wang, Qianhao Chen, Wilson Cheong Hin Hong
2026, 8(3): 20-34. doi: 10.61414/h26xme36
Empowerment or Negativeenergy?—Opportunities, Challenges and Reflections of Preschool Teachers under the Application of Artificial Intelligence
Yanran Wang, Chun Fu, Ying Liu, Xi Zhang, Yun Zheng, Furong Guo, Shiwei Hu
2026, 8(3): 9-19. doi: 10.61414/4a17gm79
A Teaching Strategy Based on Observation, Experience and Inquiry Research on Promoting Students’ Conceptual Change
Youyou Zhang, Yu Zhao, Xiaonan Luo, Danting Deng, Junjie Yan, Jing Liu, Wenhua Lai
2026, 8(3): 1-8. doi: 10.61414/4sge9605
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