Knowing who we teach: Tracking attitudes and expectations of first‐year postsecondary language learners-Reference-Cited by-同舟云学术

Knowing who we teach: Tracking attitudes and expectations of first‐year postsecondary language learners

Published:2021-02-17 Issue:1 Volume:54 Page:50-72
ISSN:0015-718X
Container-title:Foreign Language Annals
language:en
Short-container-title:Foreign Language Annals

Author:

Knouse Stephanie M.¹^ORCID,Bessy Marianne¹,Longest Kyle C.¹

Affiliation:

1. Furman University Greenville South Carolina USA

Funder

American Council on The Teaching of Foreign Languages

Publisher

Wiley

Subject

Linguistics and Language

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/flan.12510

Reference55 articles.

1. Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese

2. American Councils for International Education(2017).The National K‐12 Foreign Language Enrollment Survey Report.https://www.americancouncils.org/sites/default/files/FLE-report-June17.pdf

3. Metacognition, Metalinguistic Awareness, and Relevance in Language learning: A Report on an Intervention Module Project

4. The role of student expectations in TESOL: Opening a research agenda;Bordia S.;TESOL in Context,2006

5. Students' and Teachers' Perceptions of Effective Foreign Language Teaching: A Comparison of Ideals

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. “My Friend Travis Says…”: A look at enrollment trends in language classes in the United States;Foreign Language Annals;2023-03-23

2. Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran;Current Psychology;2022-11-18