The impact of metacognitive strategies and reflective practices on English (L3) majors’ speaking anxiety
A mixed-methods study
Bibliographic Data
| ID | 21628430 |
|---|---|
| Authors | Hassane Razkane (0000-0003-0144-5522, Chouaib Doukkali University), Daouia Laaboudi (0009-0004-5779-4427, Chouaib Doukkali University), Otmane EL Hosayny (0009-0003-0580-653X, Chouaib Doukkali University, corresponding author) |
| Year | 2026 |
| Volume | 45 |
| Issue | 4 |
| Publication date | 2026-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Current Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1046-1310 • E-ISSN: 1936-4733 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12144-025-08592-3 |
| OpenAlex | W7125946552 |
| Language | EN |
| Citations received | 2 |
| References cited | 57 |
Anxiety · English as a foreign language · Focus group · Foreign language · Foreign language anxiety · Metacognition · Perception · Thematic analysis · Communication in Education and Healthcare · EFL/ESL Teaching and Learning · Second Language Learning and Teaching
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Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China
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Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners
Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners
Impact of English-Speaking Environments and Chinese Language Pronunciation on the Speaking Proficiency of English Learners in China
Metacognition and cognitive monitoring
Using thematic analysis in psychology
Anxiety and Second-Language Learning
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |