Jiajing Li

• Doctor of Philosophy
• Assistant Professor at Beijing Normal University

Students’ self-efficacy in language learning is not a static attribute but rather a dynamic construct. However, studies have seldom explored how students’ self-efficacy beliefs change over time, whether there are heterogeneities in the pattern of change among students, and what factors are associated with these patterns of change. This study aimed...

Most people view language learning as a feminine domain and take it for granted that females have better performance in foreign language learning. Despite research-ers' efforts in uncovering the phenomenon of gender stereotypes in language learning, it remains unclear: (1) whether there were differences in language learning stereotypes and their co...

Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self‐regulation on vocabulary learning, few of them tapped into the relationship among self‐regulation, motivational beliefs, vocabulary learning strategies and vocabulary proficiency...

Vocabulary is paramount to the successful learning of a foreign language; however, students’ self-efficacy in learning vocabulary has been given scarce attention. This article reports the process of the development and validation of the Questionnaire of English Vocabulary Learning Self-Efficacy (SEVL) for Chinese English as a foreign language (EFL)...

Self‐efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self‐efficacy interventions. This study leverages a mixed methods design to evaluate the effectiveness of a self‐efficacy intervention over 16 weeks among Chinese English a...

Past studies have shown gender differences among English as a foreign language (EFL) learners. However, most of these studies have focused on mean-level differences using variable-centered analyses. Studies have seldom explored similarities and differences in motivational profiles using person-centered approaches. To bridge this gap, we examined th...

Learning poverty, defined as being unable to read and understand a simple text by the end of primary school, is a critical social problem. Past studies on learning poverty have mostly focused on the role of economic and demographic factors but have seldom explored the role of culture. To address this gap, we examined whether national cultural value...

English as a foreign language (EFL) learners in China view learning vocabulary as one of their biggest challenges. Despite the importance of vocabulary learning for mastering English, no existing survey specifically measures Chinese students' vocabulary learning motivation. This study aimed to cross-culturally adapt the Vocabulary Learning Motivati...

Motivation and engagement have long been recognized as determinants of foreign language learning. However, prior studies have mainly used variable-centered approaches to explore their relationships with key learning-related outcomes. Individual differences in foreign language learners' motivation and engagement and how they are associated with othe...