Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125.
Alsaleem, B.I.A. (2014). The effect of WhatsApp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213–225.
Baron, N. S. (2008). Always on: Language in an online and mobile world. Oxford University Press.
Barrot, J. S. (2021). Social media as a language learning environment: A systematic review of the literature (2008-2019). Computer Assisted Language Learning, 1–29. http://dx.doi.org/10.1080/09588221.2021.1883673
Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: Children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139–151.
Blake, R. J. (2008). Brave new digital classrooms: Technology and foreign language learning. Georgetown University Press.
Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning (ITDL), 6, 17–28.
Bugeja, M. J. (2006). Facing the Facebook. The Chronicle of Higher Education, 52(21), C1.
Chakowa, J. (2018). Enhancing beginners’ second language learning through an informal online environment. Journal of Educators Online, 15(1), 1–14. http://dx.doi.org/10.9743/JEO2018.15.1.7
Chapelle, C., & Sauro. S. (2017). The handbook of technology in second language teaching and learning. Wiley-Blackwell.
Chotipaktanasook, N. (2016). Using social networks in the EFL classroom for the enhancement of low affective filter and willingness to communicate. Proceeding of The Seventh CLS International Conference CLaSIC (pp. 56-64). National University of Singapore (NUS) Press.
Chen, I.-H., Gamble, J. H., & Lin, C.-Y. (2021). Peer victimization’s impact on adolescent school belonging, truancy, and life satisfaction: A cross-cohort international comparison. Current Psychology, https://doi.org/10.1007/s12144-021-01536-7.
Derakhshan, A. (2022a). The “5Cs” positive teacher interpersonal behaviors: Implications for learner empowerment and learning in an L2 context. Springer. https://link.springer.com/book/9783031165276
Derakhshan, A. (2022b). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.1
Derakhshan, A., Doliński, D., Zhaleh, K., Janebi Enayat, M., & Fathi, J. (2022). Predictability of Polish and Iranian student engagement in terms of teacher care and teacher-student rapport. System, 106 https://doi.org/10.1016/j.system.2022.102790
Derakhshan, A., Fathi, J., Pawlak, M., & Kruk, M. (2022). Classroom social climate, growth language mindset, and student engagement: The mediating role of boredom in learning English as a foreign language. Journal of Multilingual and Multicultural Development, 1–19. http://dx.doi.org/10.1080/01434632.2022.2099407
Derakhshan, A., Malmir, A., Pawlak, M., & Wang, Y, L. (2023). The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels. International Review of Applied Linguistics in Language Teaching, 1-24. https://doi.org/10.1515/iral-2022-0132
Derakhshan, A., Wang, Y. & Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-0089
DeVito, M. (2016). Factors influencing student engagement (Unpublished Certificate of. Advanced Study Thesis). Sacred Heart University, Fairfield, CT.
Estaji, M., & Ghiasvand, F. (2023). Tracing the developmental trajectories of EFL Teacher Assessment Identity (TAI) through web-based audio diaries. The Qualitative Report, 28(9), 2681-2715. https://doi.org/10.46743/2160-3715/2023.5903
Fan, J. & Wang, Y. (2022). English as a foreign language teachers’ professional success in the chinese context: The effects of well-being and emotion regulation. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2022.952503
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. http://dx.doi.org/10.3102/00346543074001059
Friedman, L. W., & Friedman, H. (2013). Using social media technologies to enhance online learning. Journal of Educators Online, 10(1), 1–22.
Gao, Y. (2021). Towards the role of language teacher confirmation and stroke in EFL/ESL students’ motivation and academic engagement: A theoretical review. Frontiers in Psychology, 12, 3026. http://dx.doi.org/10.3389/fpsyg.2021.723432
Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13: 903244. http://dx.doi.org/10.3389/fpsyg.2022.903244
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70–105. http://dx.doi.org/10.1080/09588221.2012.700315
Gu, L., & Sun, P. (2021). The role of nested systems in EFL students' willingness to communicate (WTC) and engagement. Frontiers in Psychology, 4137. http://dx.doi.org/10.3389/fpsyg.2021.759393.
Guilloteaux, M. J. (2016). Student engagement during EFL high school lessons in Korea. An Experience-Sampling Study, 23(1), 21–46.
Guo, Y., Wang, Y., & Ortega-Martín, J. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum, 40(2): 253-273. https://doi.org/10.30827/portalin.vi40.27061.
Haidari, M., Katawazi, R., & Yusof, S. M. (2020). The use of social media and wikis in teaching writing skills: A review article. International Association of Online Engineering?, 14(16), 168–179. https://doi.org/10. 3991/ijim.v12i7.9634
Han, K., Volkova, S., & Corley, C. D. (2016, May). Understanding roles of social media in academic engagement and satisfaction for graduate students. In Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems (pp. 1215-1221).
Han, Y., and Wang, Y. (2021). Investigating the correlation among Chinese EFL Teachers’ self-efficacy, reflection, and work engagement. Frontiers in Psychology, 12: 763234. http://dx.doi.org/10.3389/fpsyg.2021.763234
Hew, K. F., & Cheung, W.S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47–64. http://dx.doi.org/10.1016/j.edurev.2012.08.001
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 13621688211001289.
Hu, L., Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychol 11, 318 (2023). https://doi.org/10.1186/s40359-023-01378-x.
Jia, C., & Hew, K. F. T. (2019). Supporting lower-level processes in EFL listening: The effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 1–28. http://dx.doi.org/10.1080/09588221.2019.1671462
Lewis, K., Kaufman, J., & Christakis, N. (2008). The taste for privacy: An analysis of college student privacy settings in an online social network. Journal of Computer-mediated Communication, 14(1), 79–100.
Li, S., Wu, H., & Wang, Y. S. (2024). Positive emotions, self-regulatory capacity, and EFL performance in Chinese senior high school students. Acta Psychologica, 1-6. doi:10.1016/j.actpsy.2024.104143
Lin, J., & Wang, Y. L. (2024). Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the normal of post-COVID-19. Acta Psychologica, 245(2024) 104233: 1-10. https://doi.org/10.1016/j.actpsy.2024.104233
Lin, W., & Yang, S. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88–103. https://eric.ed.gov/?id=EJ944900
Lomicka, L., & Lord, G. (2016). Social networking and language learning. In F. Farr & L. Murray (Eds.), The Routledge handbook of language learning and technology (pp. 281–294). Routledge.
Mahdiuon, R., Salimi, G., & Raeisy, L. (2020). Effect of social media on academic engagement and performance: Perspective of graduate students. Education and Information Technologies, 25(4), 2427–2446.
Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. http://dx.doi.org/10.1016/j.iheduc.2019.100707
Mao, J. (2014). Social media for learning: A mixed methods study of high school students’ technology affordances and perspectives. Computers in Human Behavior, 33, 213–223. http://dx.doi.org/10.1016/j.chb.2014.01.002
Menzies, R., Petrie, K., & Zarb, M. (2017). A case study of Facebook use: Outlining a multi-layer strategy for higher education. Education and Information Technologies, 22(1), 39–53. http://dx.doi.org/10.1007/s10639-015-9436-y
Mohammadi, E., & Shirkamar, Z. S. (2018). Mobile-Assisted Language Learning: Challenges and Setbacks in Developing Countries. In Cross-Cultural Perspectives on Technology-Enhanced Language Learning (pp. 172–186). IGI Global.
Mompean, J. A., & Fouz-González, J. (2016). Twitter-based EFL pronunciation instruction. Language Learning & Technology, 20, 166–190.
Mudra, H., Mukminin, A., Hidayat, M., Marzulina, L., Harto, K., Holandyah, M., & Erlina, D. (2022). EFL learners’ pedagogical views on the online social networks in EFL classrooms. Journal of Language Teaching and Research, 13(1), 110–118.
Noori, A. Q., Orfan, S. N., Akramy, S. A., & Hashemi, A. (2022). The use of social media in EFL learning and teaching in higher education of Afghanistan. Cogent Social Sciences, 8(1), 2027613.
Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research,52 (5):1799-1819. http://dx.doi.org/10.1007/s10936-023-09974-z.
Pempek, T., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238. https://doi.org/10.1016/j. appdev.2008.12.010
Peregoy, S., & Boyle, O. (2012). Reading, writing and learning in ESL: A resource book for teachers. Allyn & Bacon.
Poramathikul, P., Arwedo, N., Abdulhakim, I., & Wattanaruwangkowit, P. (2020). The influence of using social media as a learning platform by bilingual and multilingual learners on English speaking skills. English Language in Focus (ELIF), 2(2), 111–122.
Prasojo, L. D., Mukminin, A., Habibi, A., Marzulina, L., Sirozi, M., & Harto, K. (2018). Learning to teach in a digital age: ICT integration and EFL student teachers' teaching practices. Teaching English with Technology, 18(3), 18–32.
Prichard, C. (2013). Using social networking sites as a platform for second language instruction. TESOL Journal, 4(4), 752–758.
Qiao, R. (2022). A theoretical analysis of approaches to enhance students’ grit and academic Engagement. Frontiers in Psychology, 4035. http://dx.doi.org//10.3389/fpsyg.2022.8895
Radmehr, F., & Karami, J. (2019). The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students. Educational Psychology, 15(52), 203–216.
Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer Science + Business Media. http://dx.doi.org/10.1007/978-1-4614-2018-7_1
Rezaul Karim, M., Ali Mondal, S., Hussain, A., Alam, M., & Nazarieh, M. (2022). Social media and learning of English language: A study on the undergraduate students of Assam, India. Education Research International, 2022, 1–10. doi.org/10.1155/2022/8238895
Riasati, M. J., Allahyar, N., & Tan, K. E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25–30.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), 1–18. http://dx.doi.org/10.1177/003368821456162
Shakki, F. (2022). Iranian EFL students’ L2 engagement: The effects of teacher-student rapport and teacher support. Language Related Research, 13(3), 175–198. https://doi.org/10.52547/LRR.13.3.8
Shakki, F. (2023). Investigating the relationship between EFL learners’ engagement and their achievement emotions. Porta Linguarum An International Journal of Foreign Language Teaching and Learning, 40(2), 275–294. https://doi.org/10.30827/portalin.vi40.27338
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). Springer.
Statista. (2020). Number of global social network users 2010–2023. https://www.statista.com/statistics/278414/number-of-worldwide-social-network-users/.
Wagner, R. (2011). Social media tools for teaching and learning. Athletic Training Education Journal, 6(1), 51–52.
Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students’ engagement in EFL contexts. Frontiers in Psychology, 13, 1005313.
Wang, M. M., & Wang, Y. L. (2024). A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate. Learning and Motivation, 86,101981. https://doi.org/10.1016/j.lmot.2024.101981.
Wang, X. (2023). A conceptual review on EFL teachers’ motivation and engagement in flipped classrooms: A social networking platform. Language Related Research, 14(3), 239–264. http://dx.doi.org/10.29252/LRR.14.3.10
Wang, Y., & Derakhshan, A. (2023). Enhancing Chinese and Iranian EFL students’ willingness to attend classes: The role of teacher confirmation and caring. Porta Linguarum, 39(1):165-192. http://doi.org/10.30827/portalin.vi39.23625
Wang Y., Derakhshan A., & Pan, Z. (2022). Positioning an agenda on a loving pedagogy in second language acquisition: Conceptualization, practice, and research. Frontiers in Psychology, 13, 894190. https://doi.org/10.3389/fpsyg.2022.894190.
Wang, Y., & Hemchua, S. (2022). Can we learn about culture by EFL textbook images?: A semiotic approach perspective. Language Related Research, 13(3), 479-499. 10.52547/LRR.13.3.19.
Wang, Y. L., & Kruk, M. (2024). Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach. Studies in Second Language Learning and Teaching, 1-31. https://doi.org/10.14746/ssllt.38418.
Wang, Y. L. & Pan, Z. (2023). Modelling the effect of Chinese EFL teachers’ self-efficacy and resilience on their work engagement: A structural equation modeling analysis. SAGE Open, 13(4):1-15. https://doi.org/10.1177/21582440231214329
Wang, Y.S., Xin, Y., & Chen, L. (2024). Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners. Learning and Motivation, 86, 101978. https://doi.org/10.1016/j.lmot.2024.101978
Wilkinson, J., & Kaukko, M. (2020). Educational leading as pedagogical love: The case for refugee education. International Journal of Leadership in Education, 23(1), 70–85.
Wind, A. M. (2021). Nonlinearity and inter-and intra-individual variability in the extent of engagement in self-reflection and its role in second language writing: A multiple-case study. System, 103, 102672.
Wise, L. Z., Skues, J., & Williams, B. (2011). Facebook in higher education promotes social but not academic engagement. Changing demands, changing directions. Proceedings ascilite Hobart, 1332–1342.
Wu, H. W., Wang, Y. L., & Wang, Y. S. (2023). What do we know about L2 teachers’ emotion regulation? A bibliometric analysis of the pertinent literature. Forum for Linguistic Studies, 5(3)1-17. http://dx.doi.org/10.59400/fls.v5i3.2012.
Wu, H., Wang, Y.S., & Wang, Y. L. (2024). How burnout, resilience, and engagement interplay among EFL learners: A mixed-methods investigation in the Chinese senior high school context. Porta Linguarum, 193-213. https://doi.org/10.30827/portalin.viIX.29878
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 2623. http://dx.doi.org/10.3389/fpsyg.2021.708490
Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education, 4(1), 1347081. http://dx.doi.org/10.1080/2331186X.2017.1347081
Zepke, N. (2015). Student engagement research: Thinking beyond the mainstream. Higher Education Research & Development, 34(6), 1311–1323.
Zhang, F. (2022). A theoretical review on the impact of EFL/ESL students’ self-sabotaging behaviors on their self-esteem and academic engagement. Frontiers in Psychology, 13. http://dx.doi.org/10.3389/fpsyg.2022.87373
Zhang, M. (2021). EFL/ESL teacher’s resilience, academic buoyancy, care, and their impact on students’ engagement: A theoretical review. Frontiers in Psychology, 12. http://dx.doi.org/10.3389/fpsyg.2021.731859
Zhi, R., & Wang, Y. L. (2023). English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach. Thinking Skills and Creativity, 49, 101370. https://doi.org/10.1016/j.tsc.2023.101370.
Zhi, R., Wang, Y. S., & Wang, Y. L. (2023). The role of emotional intelligence and self-efficacy in EFL teachers’ technology adoption. The Asia-Pacific Education Researcher, https://doi.org/10.1007/s40299-023-00782-6
Language Related Research