Cunying Fan
Biographic Data
| ID | 5675323 |
|---|---|
| NAME | Cunying Fan |
| GIVEN NAMES | Cunying |
| FAMILY NAME | Fan |
| SIGNATURE | FAN C |
| AFFILIATIONS | Qufu Normal University |
| ORCID | 0000-0001-9731-6500 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Impact of teacher support on L2WTC
Past research has shown that social support from teachers plays an important role in learners’ willingness to communicate (WTC). However, research on how specific types of teacher support – emotional, appraisal, and instrumental – affect L2WTC is limited, particularly regarding the mediating roles of foreign language enjoyment and growth language mindset. This study examined these relationships using data from 485 Chinese undergraduates, analyzed…
Exploring the interplay of L2 motivational self system, communication anxiety, growth language mindset, and L2WTC
In foreign/second language (L2) education, individual difference factors such as motivation, anxiety, and mindset play important roles in influencing willingness to communicate in L2 (L2WTC). However, there is a gap in the understanding of how the two components of L2 motivational self system—ideal L2 self and ought-to L2 self—affect L2WTC among Chinese middle school students. Moreover, the roles of communication anxiety and growth language minds…
Teacher support, task design, and ICT integration
The influence of communication anxiety on English as a foreign language (EFL) learners' willingness to communicate (WTC) is well-documented. However, the role of teachers, including task design, teacher support, and Information and Communication Technology (ICT) integration on L2 WTC in the context of digital transformation of education remains underexplored. This study investigates how these teacher-related factors affect learners' L2 WTC by con…
Undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning
Studies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on the adoption of English-medium Web 2.0 tools in formal learning; while the use of indigenous Chinese Web 2.0 tools in informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools for informal Eng…
English learning motivation with TAM
As the largest proportion of Chinese netizens, undergraduates’ use of social media platforms to learn English has become a focus of Chinese higher education. Based on technology acceptance model (TAM) and theory of language learning motivation, through a structural equation modeling approach, this paper explored factors that influenced the behavioral intention of Chinese undergraduates to use two typical Chinese indigenous social medial platforms…
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Undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning
Studies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on the adoption of English-medium Web 2.0 tools in formal learning; while the use of indigenous Chinese Web 2.0 tools in informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools for informal Eng…
English learning motivation with TAM
As the largest proportion of Chinese netizens, undergraduates’ use of social media platforms to learn English has become a focus of Chinese higher education. Based on technology acceptance model (TAM) and theory of language learning motivation, through a structural equation modeling approach, this paper explored factors that influenced the behavioral intention of Chinese undergraduates to use two typical Chinese indigenous social medial platforms…
Exploring the interplay of L2 motivational self system, communication anxiety, growth language mindset, and L2WTC
In foreign/second language (L2) education, individual difference factors such as motivation, anxiety, and mindset play important roles in influencing willingness to communicate in L2 (L2WTC). However, there is a gap in the understanding of how the two components of L2 motivational self system—ideal L2 self and ought-to L2 self—affect L2WTC among Chinese middle school students. Moreover, the roles of communication anxiety and growth language minds…
Teacher support, task design, and ICT integration
The influence of communication anxiety on English as a foreign language (EFL) learners' willingness to communicate (WTC) is well-documented. However, the role of teachers, including task design, teacher support, and Information and Communication Technology (ICT) integration on L2 WTC in the context of digital transformation of education remains underexplored. This study investigates how these teacher-related factors affect learners' L2 WTC by con…
Impact of teacher support on L2WTC
Past research has shown that social support from teachers plays an important role in learners’ willingness to communicate (WTC). However, research on how specific types of teacher support – emotional, appraisal, and instrumental – affect L2WTC is limited, particularly regarding the mediating roles of foreign language enjoyment and growth language mindset. This study examined these relationships using data from 485 Chinese undergraduates, analyzed…
Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Social Psychology (3 works) · Anxiety (2 works) · Educational and Psychological Assessments (2 works) · Foreign language anxiety (2 works) · Impact of Technology on Adolescents (2 works) · Indigenous (2 works) · Mindset (2 works)