The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context-Reference-Cited by-同舟云学术

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The associations between EFL learners’ L2 class belongingness, emotion regulation strategies, and perceived L2 proficiency in an online learning context

Published:2024-09-13 Issue: Volume: Page:1-17
ISSN:0957-1736
Container-title:The Language Learning Journal
language:en
Short-container-title:The Language Learning Journal

Author:

Yüksel H. Gülru¹^ORCID,Solhi Mehdi²³^ORCID,Özcan Emrah¹^ORCID,Giritlioğlu Necla Burçin⁴^ORCID

Affiliation:

1. Department of English Language Teaching, Faculty of Education, Yıldız Technical University, Istanbul, Turkey

2. Department of English Language Teaching, Istanbul Medipol University, Istanbul, Turkey

3. Department of Philology and Translation, Western Caspian University, Baku, Azerbaijan

4. School of Foreign Languages, Istanbul Medeniyet University, Istanbul, Turkey

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09571736.2024.2403463

Reference90 articles.

1. Academic hardiness: Mediator between sense of belonging to school and academic achievement?

2. The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time

3. Student- and school-level factors related to school belongingness among high school students

4. Emotion-regulation strategies across psychopathology: A meta-analytic review

5. Informal digital learning of English and EFL learners’ willingness to communicate: investigating the mediating role of L2 grit

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