Informal English learning plays a crucial role in vocabulary learning, yet few scholars have explored the use of large language models for this purpose. In light of this, our study, integrating Self-Determination Theory (SDT) and the Unified Theory of Acceptance and Use of Technology (UTAUT), employed Structural Equation Modeling (SEM) to investigate factors influencing 568 Chinese English learners’ use of large language models for vocabulary learning. Our findings identified six significant factors from those models—perceived autonomy, perceived competence, perceived relatedness, performance expectancy, effort expectancy, and social influence—that significantly shape learners’ intentions and behaviors towards utilizing large language models for vocabulary learning. Notably, effort expectancy emerged as the most influential factor, while facilitating conditions did not significantly impact usage intentions. This research offers insights for future curriculum design and policy formulation, highlighting the importance of understanding learners’ perspectives on technology use in education.

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers’ well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers’ well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers’ well-being and contributes significantly to the broader discourse on foreign language teacher education.

Many Chinese students further their master’s study in translation, however, only a few of them become translators at last and most of them gradually decrease their language learning motivation in the translation program. Based on Complex Dynamic Systems Theory, the study adopted a sequential mixed methods design with both questionnaires and interviews to collect the data. We collected 446 questionnaires to explore what types of affordances influence their language learning motivation most. After that, we interviewed six participants to explore how these affordances influence their motivation. Findings from the questionnaires showed that the affordances of the mentor can be divided into strong academic ability, rich academic resources, caring students, and strict requests; affordances of the instructor can be divided into informative courses, being serious in class, strong teaching ability, practical courses, new teaching methods, and the reasonable course planning; affordances of the peer can be divided into peer pressure, shared learning resources, mutual encouragement, and mutual supervision. Affordances of the institution can be divided into a good learning atmosphere, sufficient internship opportunities, abundant library resources, good infrastructure, and scholarships. Findings from the interview showed that different interpretations of affordances lead to different effects on language learning motivation; affordance has little influence on intrinsic language learning motivation. This study provided some insights for policymakers and teachers on how to cultivate and promote translation students’ language learning motivation.