Exploring the effect of teacher autonomy support on Chinese EFL undergraduates’ academic English speaking performance through the mediation of basic psychological needs and classroom engagement
IntroductionThe capacity to speak English for academic purposes is a pivotal facet of language education and assessment. Despite the substantial research approving the significant role of teachers in L2 learning, it remains unclear how exactly teachers’ support for students’ learning autonomy influe...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2024-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1323713/full |