ArticleHeliyon2023
Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement.
Article in Heliyon, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 23 citations in OpenAlex.
- The impact of self-efficacy on psychological resilience in EFL learners: a serial mediation model.BMC psychology · 2025Article
- The impact of digital technology use on EFL students' English academic performance: The mediating roles of emotional intelligence and learning engagement.BMC psychology · 2025Article
- The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom.Frontiers in psychology · 2025Article
- May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes.BMC psychology · 2024Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 3 institutions in 3 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The great need and tendency to apply online classes ask for using new technologies in language teaching. Social Networking (SN) tools, in particular, Mobile-Assisted Language Learning (MALL), open new perspectives in language learning and teaching. The employment of SN in language learning may affect the learners' mental health and emotional safety. Despite the attributions of the Telegram application in learning and the contributions of academic buoyancy (AB), academic emotion regulation (AER), and management of foreign language anxiety (FLA) to English achievement (EA), this field was left unexplored. To this end, the current study attempted to gauge the impact of the Telegram-based instruction on AB, AER, FLA, as well as EA. 79 EFL learners took part in the research and were randomly divided in to control group (CG) and experimental group (EG). The instruction for the CG was through regular online instruction (webinar platforms). The EG received Telegram-based instruction. The results of MANOVA displayed significant differences between the post-tests of CG and EG. The findings illustrated that the Telegram instruction improved the levels of AB, AER, and FLA management, which accelerated EA. The pedagogical implications of the study were discussed and may assist learners, teachers, teacher educators, policymakers, materials developers, as well as curriculum designers.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.