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1	The Complex, Dynamic and Co-adaptive Relationship between Pronunciation Teachers’ Cognitions, Pedagogical Practices and Wider Contexts: A Case from Vietnamese Tertiary Education
	Dinh, Ngoc Anh. - : Auckland University of Technology, 2022
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2	From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
	Urlaub, Per; Dessein, Eva
	In: L2 Journal, vol 14, iss 1 (2022)
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3	Translation Policy for Linguistic Minorities: a Reception Study Based on Provincial TV in Iran ...
	Jazini, Alireza. - : Université d'Ottawa / University of Ottawa, 2022
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4	Repository of psychological instruments in Serbian [Repozitorijum psiholoških instrumenata na srpskom jeziku] (REPOPSI) ...
	Lazić, Aleksandra. - : Open Science Framework, 2022
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5	Appendix: Training Multilingual Writing Strategies in Higher Education ... : Anhang zu Training Multilingual Writing Strategies in Higher Education ...
	Machura, Ina Alexandra. - : Universitätsbibliothek Gießen, 2022
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6	Adaptation of Questionnaire about Aggressive Beliefs and Attitudes in Spanish Adolescents
	Carlos Salavera; Pablo Usán; Alberto Quílez-Robres
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5050 (2022)
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7	Reseña : "La experiencia psicológica de integrar contenido y lengua"
	Lovtskaya, Anastasia. - 2022
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8	Creencias y actitudes lingüísticas sobre las hablas andaluzas en la prensa de mediados del siglo XIX ; Linguistic beliefs and attitudes about Andalusian speech in the press of the mid-19th century
	Bastardín Candón, Teresa
	In: Boletín de Filología vol.55 no.2 Santiago Dec. 2020 (2022)
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9	Grammar, language and norm: three concepts for thinking critically ; Gramática, língua e norma: três conceitos para pensar criticamente
	Bopp da Silva, Tais
	In: Domínios de Lingu@gem; Vol. 16 No. 2 (2022): Estudos sobre a relação entre gramática e língua: diversidade, unidade e métodos; 747-765 ; Domínios de Lingu@gem; v. 16 n. 2 (2022): Estudos sobre a relação entre gramática e língua: diversidade, unidade e métodos; 747-765 ; 1980-5799 (2022)
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10	The Impact of CLIL Teacher Education on the Beliefs of In-service CLIL Teachers
	Azparren Legarre, Mª Paz
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 47-61 (2022)
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11	She's gotta have it: Representativeness of Afro-American series as ESL intake in high school
	Saiz Mingo, Ariadna
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 105-121 (2022)
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12	“You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking
	Diert Boté, Irati
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 143-160 (2022)
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13	The role of machine translation in translation education: A thematic analysis of translator educators’ beliefs
	Celia Rico; Diana González Pastor
	In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 14, Iss 1, Pp 177-197 (2022) (2022)
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14	ASSESSING THE IMPACT OF TEACHER L2 USE ON LEARNER SELF-EFFICACY PERCEPTIONS: THE CASE OF CHILEAN ELEMENTARY EFL LEARNERS
	Marco Cancino; Samantha Mera
	In: TEFLIN Journal, Vol 33, Iss 1, Pp 27-46 (2022) (2022)
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15	Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
	Gregory, Jolene Ruth. - : eScholarship, University of California, 2021
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16	“Working with …” in a primary English-language immersion school in France: opening doors to cross-linguistic transfer and engaging bilingual competencies
	Mary, Latisha; Lemoine, Véronique; Choffat-Dürr, Anne
	In: 9ème Congrès EDILIC Approches plurielles, compétences plurilingues, appropriations langagières : l’apprenant.e au centre des réalités éducatives ; https://hal.univ-lorraine.fr/hal-03363267 ; 9ème Congrès EDILIC Approches plurielles, compétences plurilingues, appropriations langagières : l’apprenant.e au centre des réalités éducatives, EDILIC, Jul 2021, Thessalonique, Greece ; https://congresedilic2021.web.auth.gr/ (2021)
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17	Bias in Semantic and Discourse Interpretation
	Asher, Nicholas; Hunter, Julie; Paul, Soumya
	In: ISSN: 0165-0157 ; EISSN: 1573-0549 ; Linguistics and Philosophy ; https://hal.archives-ouvertes.fr/hal-03454276 ; Linguistics and Philosophy, Springer Verlag, In press, pp.1-37. ⟨10.1007/s10988-021-09334-x⟩ ; https://link.springer.com/article/10.1007%2Fs10988-021-09334-x (2021)
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18	臺灣大學生學習英語的動機與使用英語溝通的意願之間的關係 ; The Relationship between Taiwanese EFL Students’ Motivation and Willingness to Communicate
	陳宜豐; CHEN, YI-FONG. - 2021
	Abstract: 此研究的目的是為了探究學生學習英語的動機與其使用英語之間的意願之間的關係，且探測羞怯、焦慮、信念與口說溝通技巧是否會影響學生學習英語的動機與學生使用英語的動機。此研究探究了六個面向：(a)大學生學習英語的動機；(b)大學生使用英語的意願；(c)大學生學習英語的動機與其使用英語之間的意願之間的關係；(d)大學生的羞怯、焦慮與信念是否影響其學習英語的動機與使用英語的動機；(e) 口說溝通技巧是否影響其學習英語的動機與使用英語的動機；(f)此研究的所有研究項目之間是否有任何相關。本研究共有來自南台灣的274位學生參與。此研究的結果顯示：學生的內在動機比外在動機強；學生比起在公共場合說英語更願意在教室裡說；學生學習英語的動機與其使用英語的意願有顯著的關係；擁有不同程度的焦慮與信念的學生其學習英語的動機與使用英語的意願皆有顯著差異；不同程度的口說技巧上的使用的學生其學習英語的動機與使用英語的意願皆有顯著差異；大多數的項目都顯示有相互相關，除了羞怯與信念。總結而言，學生學習英語的動機與其使用英語的意願有相互的影響，且焦慮與口說技巧的使用皆對學生學習英語的動機與使用英語的意願有相當的影響。教學意義、研究上的限制與對未來研究的建議皆探討於內文。 ; The purpose of this study is to probe the relationship between students’ motivation in learning English and their willingness to communicate in English, also, what effects shyness, anxiety, beliefs of learning English, and oral communication strategies have on the two major aspects. Six aspects were probed in this study: (a) college students’ motivation in learning English; (b) college students’ willingness to communicate (WTC) in English; (c) the relationship between college students’ motivation and their willingness to communicate; (d) how college students’ perception of their shyness, anxiety, and beliefs in learning English affect their motivation and WTC; (e) how oral communication strategies’ (OCS) usage affect college students’ motivation and their WTC; (f) whether or not there are any relationships among all aspects probed in this study. A total of 274 college students from a university located in southern Taiwan participated in this study. The results revealed that students were more intrinsically motivated in learning English than extrinsically. Students were more willing to speak during class than in public. There was a significant relationship between students’ motivation in learning English and their willingness to communicate in English. Different levels of anxiety and beliefs were shown to have significant differences between motivation and WTC respectively. Different levels of oral communication strategies showed significant differences between motivation and WTC respectively. Most aspects showed correlation with each other except for shyness and beliefs. To conclude, a student’s motivation could affect their willingness to communicate in English, vice versa, while anxiety and oral communication strategies also play a crucial role in influencing a student’s motivation and willingness to communicate in English. Pedagogical implication, limitations and suggestions for future studies were referred.
	Keyword: motivation;willingness to Communicate (WTC);shyness;anxiety;beliefs;oral Communication Strategies (OCS); 學習英語的動機;使用英語的意願
	URL: http://140.127.82.166/bitstream/987654321/21015/1/109NPTU0741009-005.pdf http://140.127.82.166/handle/987654321/21015
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19	南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan
	廖津加; LIAO, CHIN-CHIA. - 2021
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20	Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
	Hoang, Thinh; Wyatt, Mark
	In: Research outputs 2014 to 2021 (2021)
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