The field of computer-assisted language learning has recently brought about a notable change in English as a Foreign Language (EFL) writing. Starting from October 2022, students across different academic fields have increasingly depended on ChatGPT-4 as a helpful resource for addressing particular challenges in EFL writing. This study aimed to investigate the use and acceptance of ChatGPT-4 in students’ EFL writing. To this end, an experiment was conducted with 76 undergraduate students from a private school in Algeria. The participants were randomly allocated into two groups: experimental group (n = 37) and control group (n = 39). Additionally, a questionnaire was administered. The results showed that the experimental group (EG) outperformed the control group (CG). Besides, the findings revealed that students in the EG in post-test outperformed their pre-test scores. The findings also revealed substantial improvements in the EG’s views of perceived usefulness, perceived ease of use, attitudes, and behavioral intention. According to the results, ChatGPT-4 helped boost students' EFL writing skills, which ultimately led to their acceptance. Students appear particularly interested in ChatGPT-4 because of its potential usefulness in putting what they learn about EFL writing into practice. Some suggestions and recommendations were provided.

ChatGPT has proven to facilitate computer programming tasks through the strategic use of prompts, which effectively steer the interaction with the language model towards eliciting relevant information. However, the impact of specifically designed prompts on programming learning outcomes has not been rigorously examined through empirical research. This study adopted a quasi-experimental framework to investigate the differential effects of prompt-based learning (PbL) versus unprompted learning (UL) conditions on the programming behaviors, interaction qualities, and perceptions of college students. The study sample consisted of 30 college students who were randomly assigned to two groups. A mixed-methods approach was employed to gather multi-faceted data. Results revealed notable distinctions between the two learning conditions. First, the PbL group students frequently engaged in coding with Python and employed debugging strategies to verify their work, whereas their UL counterparts typically transferred Python code from PyCharm into ChatGPT and posed new questions within ChatGPT. Second, PbL participants were inclined to formulate more complex queries independently, prompted by the guiding questions, and consequently received more precise feedback from ChatGPT compared to the UL group. UL students tended to participate in more superficial-level interactions with ChatGPT, yet they also obtained accurate feedback. Third, there were noticeable differences in perception observed before and after the ChatGPT implementation, UL group reported a more favorable perception in the perceived ease of use in the pre-test, while the PbL group experienced an improvement in their mean scores for perceived usefulness, ease of use, behavioral intention to utilize, and a significant difference regarding the attitude towards utilizing ChatGPT. Specifically, the use of structured output and delimiters enhanced learners’ understanding of problem-solving steps and made learning more efficient with ChatGPT. Drawing on these outcomes, the study offers recommendations for the incorporation of ChatGPT into future instructional designs, highlighting the structured prompting benefits in enhancing programming learning experience.

This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.

This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented.

Within the realm of English as a Foreign Language (EFL) instruction, there was pressure and drive to achieve success in the execution of the curriculum. Nevertheless, teachers encountered difficulties in implementing the curriculum and achieving successful outcomes. In order to achieve the desired objectives in the implementation of the EFL curriculum, it is necessary to have positive interacting variables that contribute to the overall dynamics. This study aimed to investigate the effect of school culture on English language teachers' commitment to curriculum implementation (TCCI), as well as the mediating role of external factors, self-efficacy (SE), and job satisfaction (JS) on this effect. The study sample involved 533 English language teachers from public middle schools in Algeria. A questionnaire was adopted for teacher-principal relationship (TPR), teacher-teacher relationship (TTR), teacher-student relationship (TSR), SE, JS, and TCCI. The analysis was done with the help of SPSS 26, JASP, and structural equation modeling (SEM). The results showed a significantly positive direct effect of TPR, TTR, and TSR on TCCI. Furthermore, there was a positive indirect effect of TPR, TTR, and TSR had a positive indirect effect on TCCI via SE and JS. These findings suggested a number of different courses of action for policy, research, and practice regarding teachers' commitment to curriculum implementation and the interaction between teachers, principals, and students over the next several years to raise teachers’ SE and JS levels.

Studying determinant factors for effective learning communities has become a priority for sustainable education in Yemen. Yet, comprehensive knowledge of academic self-efficacy (ASE), academic commitment (AC), and learning outcomes (LOs) variables is limited in higher education, particularly. This research aimed to examine the role of these variables in enhancing the learning attainments of Yemeni university students by studying the direct impacts of ASE and AC on LOs, the influence of ASE on AC, and, lastly, how AC mediates the relationship between ASE and LOs. The research employed a meticulously validated measurement model encompassing 12 ASE items, 10 LOs items, and 27 AC items, using robust statistical methods such as EFA, CFA, and SEM. The study engaged 611 students aged 19–27. Empirical findings confirmed the significant impact of ASE on AC and LOs, as well as the impact of AC on LOs, both of which serve as vital factors in the academic context. Moreover, the research identified an indirect influence of ASE on LOs mediated through AC. On the other hand, the results concerning the demographic variables indicated significant differences between gender and age groups, as well as between age and educational level groups. However, no differences were found when comparing gender and level groups or when considering gender, age, and level together for ASE and LOs. In contrast, for students' AC, all comparisons were significant except for the gender and age comparison. The study offers valuable insights into educational practices and policies and concludes with practical recommendations to enhance the academic environment, informed by these study outcomes.