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References from Writing self-efficacy, achievement emotions, and engagement among Chinese EFL learners: a variable- and person-centered investigation based on control-value theory. Local targets link to admitted publications; unresolved targets remain external evidence.
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Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: the mediating role of online learning self-efficacy
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A three-body problem: the effects of foreign language anxiety, enjoyment, and boredom on academic achievement
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Emotions in second language acquisition: a critical review and research agenda
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Achievement goals, emotions and willingness to communicate in EFL learning: combining variable- and person-centered approaches
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The role of L2 writing self-efficacy in integrated writing strategy use and performance
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Unresolved reference
2018 · External reference
Unresolved reference
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Engagement in language learning: a systematic review of 20 years of research methods and definitions
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A control-value theory approach to boredom in English classes among university students in China
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Achievement goals and emotions of Chinese EFL students: a control-value theory approach
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Toward the role of L2 enjoyment in EFL students’ academic motivation and engagement
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Breaking the vicious cycle of language anxiety: growth language mindsets improve lower-competence ESL students’ intercultural interactions
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Unresolved reference
2017 · External reference
The subtle effects of language anxiety on cognitive processing in the second language
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Learner engagement in collaborative writing: the effects of SCMC mode, interlocutor familiarity, L2 proficiency, and task repetition
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The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice
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Investigating individual trajectories in experiencing boredom in the language classroom: the case of 11 Polish students of English
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Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study
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Control-value appraisals, achievement emotions, and foreign language performance: a latent interaction analysis
10.1016/j.learninstruc.2020.101356 · 2020 · External reference
Student engagement in high school classrooms from the perspective of flow theory
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Profiles of approaches to writing and their links to self-efficacy and LLM acceptance in L2 academic writing
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College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
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Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
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Individual differences in self-regulated learning: exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing
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Effects of EFL learners’ L2 writing self-efficacy on engagement with written corrective feedback
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A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency
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Evaluating student motivation and engagement in the Chinese EFL writing context
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Student engagement with teacher written corrective feedback in EFL writing: a case study of Chinese lower-proficiency students
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The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
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Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: relationships and mediator
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