Cargando…

Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis

INTRODUCTION: Motivational intensity is the effort learners make in language learning. It is an essential component and a direct measurement of L2 motivation. Few studies have distinguished motivational intensity from motivation and explored its role in learning English as a foreign language (EFL)....

Descripción completa

Detalles Bibliográficos
Autores principales:	Wang, Cong, Zhu, Sida, Zhang, Haijing
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9705371/ https://www.ncbi.nlm.nih.gov/pubmed/36457932 http://dx.doi.org/10.3389/fpsyg.2022.1020558

Ejemplares similares

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners
por: Yue, Zhen, et al.
Publicado: (2022)

English as a Foreign Language Teachers’ Identity and Motivation: The Role of Mindfulness
por: Zhu, Dianyong
Publicado: (2022)

Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach
por: Sun, Qiyu, et al.
Publicado: (2022)

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context
por: Fathi, Jalil, et al.
Publicado: (2021)

Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout
por: Song, Meiling
Publicado: (2022)

Chinese English as a Foreign Language Teachers’ Wellbeing and Motivation: The Role of Mindfulness
por: Pan, Menglai, et al.
Publicado: (2022)

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role
por: Lei, Man, et al.
Publicado: (2022)

Motivational Factors Affecting Iranian English as a Foreign Language (EFL) Learners’ Learning of English Across Differing Levels of Language Proficiency
por: Bagheri Nevisi, Reza, et al.
Publicado: (2022)

Exploring Teacher Reflection in the English as a Foreign Language Context: Testing Factor Structure and Measurement Invariance
por: Xiaojing, Xing, et al.
Publicado: (2022)

The link between English foreign language teacher’s professional identity and their critical thinking that leads to teacher’s success in the Chinese context: Leaders motivational language as a moderator
por: Ding, Fangfang, et al.
Publicado: (2022)

Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature
por: Wei, Yi
Publicado: (2022)

Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation
por: Wang, Haihua, et al.
Publicado: (2023)

Corrigendum: The link between English foreign language teacher's professional identity and their critical thinking that leads to teacher's success in the Chinese context: Leaders motivational language as a moderator
por: Ding, Fangfang, et al.
Publicado: (2022)

Investigating the Role of English as a Foreign Language Learners’ Academic Motivation and Language Mindset in Their Grit: A Theoretical Review
por: Liu, Yiran
Publicado: (2022)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter?
por: Peng, Chunju
Publicado: (2021)

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?
por: Sato, Masatoshi, et al.
Publicado: (2022)

The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners’ Motivation in Higher Education
por: Jia, Yanxian, et al.
Publicado: (2022)

Language Learning Motivation and Burnout Among English as a Foreign Language Undergraduates: The Moderating Role of Maladaptive Emotion Regulation Strategies
por: Yu, Xiaoxiao, et al.
Publicado: (2022)

Conceptualization and Measurement of Flow in a Chinese Blended English as a Foreign Language Learning Context
por: Wang, Xin, et al.
Publicado: (2022)

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement
por: Duan, Guoxiang, et al.
Publicado: (2022)

Exploring the relative contributions of learning motivations and test perceptions to autonomous English as a foreign language learning and achievement
por: Liu, Xiaohua, et al.
Publicado: (2023)

Modeling the relationship between digital nativity and Smartphone usage in learning English as a foreign language contexts
por: Hui, Lianghong, et al.
Publicado: (2023)

The Role of English as a Foreign Language Teachers’ Mindfulness and Compassion in Fostering Students’ Foreign Language Enjoyment
por: Huang, Jingjing
Publicado: (2022)

English as a Foreign Language Learners’ Well-Being and Their Academic Engagement: The Mediating Role of English as a Foreign Language Learners’ Self-Efficacy
por: Jia, Hui
Publicado: (2022)

Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach
por: Bing, Hang, et al.
Publicado: (2022)

Early Predictors of Learning a Foreign Language in Pre-school – Polish as a First Language, English as a Foreign Language
por: Łockiewicz, Marta, et al.
Publicado: (2018)

Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language
por: Wang, Mingzhe, et al.
Publicado: (2023)

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives
por: Wang, Minqi, et al.
Publicado: (2022)

English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
por: Fan, Jian, et al.
Publicado: (2022)

Reading in English as a Foreign Language by Spanish Children With Dyslexia
por: Suárez-Coalla, Paz, et al.
Publicado: (2020)

Measuring Chinese English-as-a-foreign-language learners’ resilience: Development and validation of the foreign language learning resilience scale
por: Guo, Nianyu, et al.
Publicado: (2022)

The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success
por: Huang, Qian
Publicado: (2021)

Identity Work as Ethical Self-Formation: The Case of Two Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform
por: Jiang, Anne Li
Publicado: (2022)

The Predicative Power of Learner and Teacher Variables on Flow in a Chinese Blended English as a Foreign Language Learning Context
por: Wang, Xin
Publicado: (2022)

Envisioning the Role of Educators’ Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context
por: Li, Wenjie
Publicado: (2022)

The impact of bilinguality and language context on the understanding of epistemic adverbs in health communication: the case of English and Russian
por: Nissen, Vanda, et al.
Publicado: (2023)

A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners
por: Mohammad Hosseini, Hamed, et al.
Publicado: (2022)

Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy
por: Li, Yanping, et al.
Publicado: (2022)

Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions
por: Wang, Jianhua, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_uiavuudulav58lmhcer61b5lmu