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Contributions of (de)motivation, engagement, and anxiety to English listening and speaking · Study

Home/EFL/ESL Teaching and Learning

Contributions of (de)motivation, engagement, and anxiety to English listening and speaking

Zhang Xue, Shenghai Dai, Yuliya Ardasheva

2020-03-19articleLearning and Individual Differences118 citationsclosed

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Second Language Acquisition and Learning

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References

1970Manual for the State-Trait Anxiety Inventory

2000Structural equation modeling with AMOS: basic concepts, applications, and programming

2004School Engagement: Potential of the Concept, State of the Evidence

1987Self-discrepancy: A theory relating self and affect.

1996The Study of Second Language Acquisition

2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition

1998Promotion and Prevention: Regulatory Focus as A Motivational Principle

2012Handbook of Research on Student Engagement

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2022How do growth mindsets contribute to academic engagement in L2 classes? The mediating and moderating roles of the L2 motivational self system

2022The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners

2022Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students

2021EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

2024Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment

Details

Year2020

Typearticle

VenueLearning and Individual Differences

Languageen

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doi10.1016/j.lindif.2020.101856

openalex_workW3012136649

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