1. Beebe, L. M. (1983). Risk-taking and the language learner. In H. W. Seliger & M. L. Long (Eds.), Classroom oriented research in second language acquisition (pp. 39–66). Rowley: Newbury House.
2. Block, D. (2005). Convergence and resistance in the construction of personal and professional identities: Four French modern language teachers in London. In S. Canagarjah (Ed.), Reclaiming the local in language policy and practice (pp. 167–196). New York: Erlbaum.
3. Broad, K., & Tinsley, T. (2014). Language trends 2013/14: The state of language learning in primary and secondary schools in England. CfBT Education Trust.
4. Brousseau, B., & Freeman, D. (1988). How do teacher education faculty members define desirable teacher beliefs? Teaching and Teacher Education, 4(3), 267–273.
5. Chiang, M. H. (2002). An investigation of students’ perspective on Chinese language learning. Journal of Chinese Teachers Association, 37(1), 47–62.