Metacognitive Strategies and Willingness to Communicate in L2 Learning: A Mediation Model of Self-Efficacy and Intrinsic Motivation
In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners’ metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners’ metacognitiv...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-05-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251340830 |
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