The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset-Reference-Cited by-同舟云学术

The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset

Published:2023-11-08 Issue:6 Volume:52 Page:2955-2978
ISSN:0090-6905
Container-title:Journal of Psycholinguistic Research
language:en
Short-container-title:J Psycholinguist Res

Author:

Hejazi S. Yahya^ORCID,Sadoughi Majid^ORCID,Peng Jian-E^ORCID

Publisher

Springer Science and Business Media LLC

Subject

General Psychology,Linguistics and Language,Language and Linguistics,Experimental and Cognitive Psychology

Link

https://link.springer.com/content/pdf/10.1007/s10936-023-10026-9.pdf

Reference109 articles.

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2. Amini, A., & Weisi, H. (2021). The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context. Journal of Applied Research in Higher Education, 15(1), 34–50. https://doi.org/10.1108/JARHE-05-2021-0175

3. Andersson, C., & Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92–102. https://doi.org/10.1016/j.learninstruc.2016.12.006

4. Andrews, S. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 10(2–3), 75–90. https://doi.org/10.1080/09658410108667027

5. Arnold, J. (2009). Affect in L2 learning and teaching. Elia: Estudios de lingüística inglesa aplicada, 9, 145–151.

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