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How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom
16 references·2 citing·35 second hop
How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom (2020)How Social Support and Foreign Language A…Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2016)Classroom social climate, sel…L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape (2015)L2 motivation research 2005–2…Principles and Practices of Teaching English as an International Language (2012)Principles and Practices of T…Motivation, Language Identity and the L2 Self (2009)Motivation, Language Identity…Educational Research: Quantitative, Qualitative, and Mixed Approaches (2007)Educational Research: Quantit…Sociocultural Theory and the Genesis of Second Language Development (2006)Sociocultural Theory and the …Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction (2006)Interactional context and wil…Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003)Attitudes, Orientations, and …A Chinese Conceptualisation of Willingness to Communicate in ESL (2003)A Chinese Conceptualisation o…Willingness to Communicate in a Second Language: The Japanese EFL Context (2002)Willingness to Communicate in…Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students (2002)Sex and Age Effects on Willin…WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS (2001)WILLINGNESS TO COMMUNICATE, S…The Role of Gender and Immersion in Communication and Second Language Orientations (2000)The Role of Gender and Immers…Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation (1998)Conceptualizing Willingness t…The theory of planned behavior (1991)The theory of planned behaviorForeign Language Classroom Anxiety (1986)Foreign Language Classroom An…The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom (2025)The relations among foreign l…Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety (2023)Students Know Best: Modeling …Intrinsic Motivation and Self-Determination in Human Behavior (1985)Self-discrepancy: A theory relating self and affect. 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this work references cited by second hop

References

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  • 1986Foreign Language Classroom Anxiety6,385 cited
  • 2007Educational Research: Quantitative, Qualitative, and Mixed Approaches6,383 cited
  • 1998Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation2,413 cited
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  • 2003Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications1,014 cited
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  • 2001WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS669 cited
  • 2015L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape623 cited
  • 2006Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction532 cited
  • 2000The Role of Gender and Immersion in Communication and Second Language Orientations478 cited
  • 2002Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students421 cited
  • 2012Principles and Practices of Teaching English as an International Language

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417 cited
  • 2003A Chinese Conceptualisation of Willingness to Communicate in ESL346 cited
  • 2016Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings334 cited
  • Cited by

    • 2025The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom17 cited
    • 2023Students Know Best: Modeling the Influence of Self-Reported Proficiency, TOEIC Scores, Gender, and Study Experience on Foreign Language Anxiety15 cited