Comprehending, envisioning and practicing
The mediating effects of EFL university students’ future L2 writing selves on the relationship between academic writing beliefs and task engagement
Dados Bibliográficos
| ID | 11987736 |
|---|---|
| Autores | Kaixuan Gong (0009-0004-0634-2658, Tsinghua University), Hongmei Pang (0009-0005-3721-8323, Tsinghua University, autor correspondente) |
| Ano | 2024 |
| Volume | 128 |
| Páginas | 103550-103550 |
| Data de publicação | 2024-11-19 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | System (JOURNAL) |
| Identificadores do periódico | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103550 |
| OpenAlex | W4404516646 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 82 |
Academic writing · Linguistics · Mathematics education · Pedagogy · Second language · Second language writing · Task (project management · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Engineering · Philosophy · Psychology · Student Assessment and Feedback
Language Socialization into Academic Discourse Communities
Exploring Engagement in Tasks in the Language Classroom
Handbook of Research on Student Engagement
L2 Selves, Emotions, and Motivated Behaviors
Beyond utility value interventions
Engagement in language learning
Agency as a fourth aspect of students’ engagement during learning activities
Learning Experiences, Selves and Motivated Learning Behaviour
A Revised Writer(s)-Within-Community Model of Writing
The role of individual and social variables in oral task performance
Learner-generated content and engagement in second language task performance
The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English
Genre-based L2 writing instruction and writing-specific psychological factors
A Self-determination Theory Perspective on Student Engagement
The L2 Motivational Self System
Task preference, affective response, and engagement in L2 use in a US university context
Motivation and feedback
How students create motivationally supportive learning environments for themselves
Motivational Beliefs, Values, and Goals
Self-discrepancy
From expectancy-value theory to situated expectancy-value theory
School Engagement
Expectancy–Value Theory of Achievement Motivation
English Majors’ Self-Regulatory Control Strategy Use in Academic Writing and its Relation to L2 Motivation
Metacognitive Knowledge and Language Learning1
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics
The Effect of Learner Choice on L2 Task Engagement
Secondary students’ L2 writing motivation and engagement
L2 university students’ motivational self system in English writing
A Motivational Perspective on Engagement and Disaffection
Motivation and Engagement Across the Academic Life Span
Possible selves
Engagement in collaborative writing
Understanding learner agency as a complex dynamic system
The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies
Mediating and being mediated
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing
More or less choice? The influence of choice on task motivation and task engagement
Learners' self-concept and use of the target language in foreign language classrooms
Developmental trajectories of second language learner classroom engagement
The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing
The L2 Motivational Self System and National Interest
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment
Introduction to Beliefs about SLA revisited
The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance
Exploring Hong Kong primary students’ English writing motivation
Hong Kong Secondary Students’ Motivation in EFL Writing
Metacognition and Metacognitive Instruction in Second Language Writing Classrooms
The new normal
Social Cognitive Theory
Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance
Motivation and Vision
Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |