The longitudinal relationship between foreign language learning anxiety and willingness to communicate in vocational English classrooms among Chinese students: the mediating roles of instrumental motivation and learning engagement.
- DOI
- 10.3389/fpsyg.2026.1896094
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
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limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1896094,
title = {The longitudinal relationship between foreign language learning anxiety and willingness to communicate in vocational English classrooms among Chinese students: the mediating roles of instrumental motivation and learning engagement.},
author = {Wang Q and Shi G and Huang Y},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1896094},
url = {https://doi.org/10.3389/fpsyg.2026.1896094}
}RIS
TY - JOUR TI - The longitudinal relationship between foreign language learning anxiety and willingness to communicate in vocational English classrooms among Chinese students: the mediating roles of instrumental motivation and learning engagement. AU - Wang Q AU - Shi G AU - Huang Y PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1896094 UR - https://doi.org/10.3389/fpsyg.2026.1896094 ER -
APA
Q, W., G, S., & Y, H. (2026). The longitudinal relationship between foreign language learning anxiety and willingness to communicate in vocational English classrooms among Chinese students: the mediating roles of instrumental motivation and learning engagement.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1896094
Source records
- pubmed · retrieved 2026-09-26T19:39:44.521Z