Exploring the impact of family background and English as a foreign language teachers' feedback literacy on undergraduates' critical thinking styles. [PDF]
Front PsycholMa W, Li Y, Xu X, Huang Y, Pan Y, Li Y.
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The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom. [PDF]
Front PsycholLin Y, Wang B, Zhang G, Su Y.
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The effectiveness of virtual reality for K-12 foreign language learning: a systematic review of recent randomized controlled trials. [PDF]
Front PsycholSun L, Song X.
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Socio-Emotional Explorations of Pre-Service Teachers of English as a Foreign Language. [PDF]
Psychol RussKızıldağ A, Kırmızı Ö.
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Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship. [PDF]
IRAL Int Rev Appl Linguist Lang TeachSimard D, Zuniga M, Hameau F.
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Foreign language speaking psychiatrists [PDF]
Bulletin of the Royal College of Psychiatrists, 1986 openaire +2 more sources
Moral integration influences English as a Foreign Language (EFL) oral English learning: Evidence from textbook analysis and learner feedback. [PDF]
PLoS OneYang X, Nie Q.
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Investigating university English as a foreign language instructors' implementations in teaching integral listening with speaking. [PDF]
PLoS OneShago AB, Bushisso EW, Olamo TG.
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Emotional intelligence and language learning performance of EFL learners in China: chain mediating effects of willingness to communicate and foreign language learning boredom. [PDF]
Front PsycholWang R, Xu Q.
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Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia-The Impact of Language Comprehension and Processing Profiles. [PDF]
Brain SciHelland TM, Kaasa R, Helland WA.
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