Chaochang Wang
Biographic Data
| ID | 3914772 |
|---|---|
| NAME | Chaochang Wang |
| GIVEN NAMES | Chaochang |
| FAMILY NAME | Wang |
| SIGNATURE | WANG C |
| AFFILIATIONS | Ming Chuan University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance
Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners' engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodol…
Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction
This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the ext…
The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback
Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors suc…
No prominent works on this page.
The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback
Feedback is regarded as a way to foster students' motivation and to ensure linguistic accuracy. However, mixed findings are reported in the research on written corrective feedback because of its multifaceted nature and its correlations with learners' individual differences. It is necessary, therefore, to conduct further research on corrective feedback from the student's perspective and to examine how individual differences in terms of factors suc…
Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction
This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the ext…
Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance
Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners' engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodol…
EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Psychology (3 works) · Social Psychology (3 works) · Structural equation modeling (2 works) · Student Assessment and Feedback (2 works) · Anxiety (1 work) · Communication in Education and Healthcare (1 work) · Computer Science (1 work) · Corrective Feedback (1 work)