Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use (English)
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- New search for: Golparvar, Seyyed Ehsan
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https://orcid.org/0000-0002-2721-5760
- New search for: Robatjazi, Mohammad Ali
- New search for: Abolhasani, Hamideh
- New search for: Golparvar, Seyyed Ehsan
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https://orcid.org/0000-0002-2721-5760
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In:
Journal of Psycholinguistic Research
;
51
, 2
; 417-435
;
2022
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ISSN:
- Article (Journal) / Electronic Resource
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Title:Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy Use
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Contributors:Abolhasani, Hamideh ( author ) / Golparvar, Seyyed Ehsan ( author ) / Robatjazi, Mohammad Ali ( author )
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Published in:Journal of Psycholinguistic Research ; 51, 2 ; 417-435
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Publisher:
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- New search for: Springer Science + Business Media B.V.
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Place of publication:New York, NY [u.a.]
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Publication date:2022
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ISSN:
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ZDBID:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
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Keywords:
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Classification:
BKL: 18.00$jEinzelne Sprachen und Literaturen allgemein / 18.00 Einzelne Sprachen und Literaturen allgemein / 17.30 Psycholinguistik: Allgemeines / 17.30$jPsycholinguistik: Allgemeines -
Source:
Table of contents – Volume 51, Issue 2
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 237
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Fluency in L2: Read and Spontaneous Speech Pausing Patterns of Turkish, Swahili, Hausa and Arabic Speakers of EnglishEren, Ömer / Kılıç, Mehmet / Bada, Erdoğan et al. | 2021
- 255
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Examining Associations Among Emotional Intelligence, Creativity, Self-efficacy, and Simultaneous Interpreting Practice Through the Mediating Effect of Field Dependence/Independence: A Path Analysis ApproachFerdowsi, Sima / Razmi, Mohammad Hasan et al. | 2022
- 273
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Investigating Iranian English Learners’ Private Speech Across Proficiency Levels and Gender Based on Vygotsky’s Sociocultural TheoryYaghoubi, Mahan / Farrokh, Parisa et al. | 2022
- 293
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A Classroom-Based Study on the Antecedents of Epistemic Curiosity in L2 LearningNakamura, Sachiko / Reinders, Hayo / Darasawang, Pornapit et al. | 2022
- 309
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The Effect of Emotional Valence on Auditory Word Recognition Memory in English as a Foreign LanguageArriagada-Mödinger, Francia / Ferreira, Roberto A. et al. | 2022
- 323
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Exploring EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal AnalysisXu, Li / Naserpour, Azam / Rezai, Afsheen / Namaziandost, Ehsan / Azizi, Zeinab et al. | 2022
- 341
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Processing Evidence for the Grammatical Encoding of the Mass/Count Distinction in Mandarin ChineseYao, Panpan / Stockall, Linnaea / Hall, David / Borer, Hagit et al. | 2022
- 373
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Validation of a Greek Sentence Repetition Task with Typically Developing Monolingual and Bilingual ChildrenPrentza, Alexandra / Tafiadis, Dionysios / Chondrogianni, Vasiliki / Tsimpli, Ianthi-Maria et al. | 2022
- 397
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Korean-english Bilingual Children’s Stress Cue Sensitivity and its Relationship with Reading in EnglishPark, Jeong Hyun / Kuo, Li-Jen / Dixon, Quentin / Kim, Haemin et al. | 2022
- 417
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Modelling the Role of L2 Writing Anxiety in Graph-based Composing Performance and Strategy UseAbolhasani, Hamideh / Golparvar, Seyyed Ehsan / Robatjazi, Mohammad Ali et al. | 2022