Jasmine Luk

What drives college students to use AI for L2 learning? Modeling the roles of self-efficacy, anxiety, and attitude based on an extended technology acceptance model

Enjoyable, anxious, or bored? Investigating Chinese EFL learners’ classroom emotions and their engagement in technology-based EMI classrooms

Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity

“I Would Study Harder if I Was a Girl”: Gendered Narratives of Low-Achieving Male and High-Achieving Female EFL Learners