L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective

By Jian-E Peng. 2015

133 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6b9377f5a513be2be06779cba4112c47b4da500c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Li Zhou
2. Katja Lochtman
3. Yiheng Xi

In Literature and Literary Theory

1. Li Zhou
2. Katja Lochtman
3. Yiheng Xi

Citations in the corpus

• L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “…the relationship between computer-mediated communication and L2 WTC in the classroom and computer lab settings (Freiermuth & Jarrell, 2006; Kruk, 2019; Peng, 2019; Reinders & Wattana, 2014, 2015) and extracurricular online settings (Buckingham & Alpaslan, 2017; Kissau, McCullough, & Pyke, 2010).”
• The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “Willingness to communicate (WTC) has been widely recognized as an immediate determinant of foreign language (FL) learners’ communicative behavior and language achievement (Cl é ment, Baker, and MacIntyre, 2003; Peng, 2015).”
• ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, unknown): “, 2016; Peng &Woodrow, 2010), international posture (Ghonsooly et al., 2012; Peng, 2015; Yashima, 2002), and attitudes (Khajavy et al.”