Using generalizability (G-) theory and qualitative feedback analysis, this study evaluated the role of ChatGPT in enhancing English-as-a-foreign-language (EFL) writing assessments in classroom settings. The primary objectives were to assess the reliability of the holistic scores assigned to EFL essays by ChatGPT versions 3.5 and 4 compared to college English teachers and to evaluate the relevance of the qualitative feedback provided by these versions of ChatGPT. The study analyzed 30 College English Test Band 4 (CET-4) essays written by non-English majors at a university in Beijing, China. ChatGPT versions 3.5 and 4, along with four college English teachers, served as raters. They scored the essays holistically following the CET-4 scoring rubric and also provided qualitative feedback on the language, content, and organization of these essays. The G-theory analysis revealed that the scoring reliability of ChatGPT3.5 was consistently lower than that of the teacher raters; however, ChatGPT4 demonstrated consistently higher reliability coefficients than the teachers. The qualitative feedback analysis indicated that both ChatGPT3.5 and 4 consistently provided more relevant feedback on the EFL essays than the teacher raters. Furthermore, ChatGPT versions 3.5 and 4 were equally relevant across the language, content, and organization aspects of the essays, whereas the teacher raters generally focused more on language but provided less relevant feedback on content and organization. Consequently, ChatGPT versions 3.5 and 4 could be useful AI tools for enhancing EFL writing assessments in classroom settings. The implications of adopting ChatGPT for classroom writing assessments are discussed.

The findings of a quantitative study about Chinese consumers regarding how cultural values, environmental awareness, and perceived consumer effectiveness (PCE) influence their green purchase intentions are presented in this article. This study aimed to explain these crucial factors’ direct and indirect effects on green purchases and the impact of cultural values and environmental awareness on PCE. Specifically, a conceptual model was suggested and empirically tested using survey information gathered from 371 customers from China, and the SmartPLS-SEM approach was applied. The results indicated that PCE significantly influences consumers’ intentions to make green purchases, and through environmental awareness and PCE, cultural values, directly and indirectly, influence Chinese consumers’ green buying intentions. This study offers novel perspectives on consumer behavior for purchasing environment-friendly products.

Purpose: This study investigated how teaching, social, and cognitive presence within the community of inquiry (CoI) framework impacts Chinese college students’ online learning satisfaction through self-regulated learning and emotional states. Methods: A total of 2608 Chinese college students from 112 universities completed a 38-item Likert scale survey measuring teaching, social and cognitive presence, self-regulated learning, emotional states, and online learning satisfaction after COVID-19 restrictions were lifted on December 7, 2022. The study examined the influence of teaching, social, and cognitive presence on online learning satisfaction, mediated by self-regulated learning and moderated by emotional states using SmartPLS. It also analyzed demographic differences using multi-group analysis in the model. Results: The results indicated a significant positive relationship between a) self-regulated learning and online learning satisfaction, b) teaching presence, cognitive presence, and self-regulated learning, but no relationship between social presence and self-regulated learning. Additionally, self-regulated learning partially mediated the relationship between teaching and cognitive presence and online learning satisfaction. In contrast, self-regulated learning did not mediate the association between social presence and online learning satisfaction. Positive emotional states moderated the relationship between self-regulated learning and online learning satisfaction. Implications: The study advances the knowledge of these factors influencing online learners’ satisfaction, which can help create efficient programs and regulations for students, teachers, and policymakers.

Introduction: This mixed-methods national study has a two-fold purpose: (a) to invite Chinese college students to rate their overall difficulties in the eight areas of English learning, i.e., listening, speaking, reading, writing, pronunciation, grammar, vocabulary, and culture; and (b) to invite them to identify their key challenges in learning EFL. Specifically, the following three research questions were asked: (a) what are their overall difficulties in the eight areas of learning EFL? (b) Are there significant differences in rating their overall difficulties in these eight areas across the demographic variables of gender (i.e., male versus female participants) and subject discipline (arts versus sciences versus English subject disciplines participants)? And (c) what are their key challenges in learning EFL?Methods: The participants included a sample of 1,525 freshmen and sophomore students currently studying at seven universities across China. The instrument was a survey that consisted of a five-point Likert scale self-evaluation form and a major essay question addressing their key challenges. The qualitative data can help to probe deeply into the research setting to obtain in-depth understandings about Chinese college students’ English learning; and therefore, they can greatly enhance the quantitative data.Results and discussion: The quantitative results indicated that listening, speaking, and writing were their three key difficult areas in EFL learning; further, students’ subject discipline (arts versus sciences verse English subject disciplines) had significant effects on their perceived learning challenges in English listening and vocabulary. The qualitative results confirmed that listening, speaking, and writing were their three key challenging areas. Their specific learning challenges in each area were examined. Implications for Chinese college English teachers and administrators are discussed in terms of pedagogy and policy making, respectively.