The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university studentsJean‐Marc Dewaele2020-01-11articleSystem87 citationsclosedNo readable copy stored yet — this record is metadata only.EFL/ESL Teaching and LearningSecond Language Acquisition and LearningCommunication in Education and HealthcareAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 87 citations exist upstream.References1977Self-efficacy: Toward a unifying theory of behavioral change.1977Self-efficacy: Toward a unifying theory of behavioral change.1986Foreign Language Classroom Anxiety1985Social psychology and second language learning : the role of attitudes and motivation2014How Big Is “Big”? Interpreting Effect Sizes in L2 Research2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom1989Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*2006Anxiety and Speaking English as a Second LanguageCited by2021Foreign language anxiety and achievement: A study of primary school students learning English in China2023Second language anxiety: Construct, effects, and sources2021Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom2022The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students’ Self-Rated Foreign Language Proficiency2021Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context2023Speaking anxiety and task complexity effects on second language speech2021Psychological Anxiety of College Students' Foreign Language Learning in Online Course2022Influence of Teacher-and-Peer Support on Positive Academic Emotions in EFL Learning: The Mediating Role of Mindfulness