The complex relationship between classroom emotions and EFL achievement in China
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DOI: 10.1515/applirev-2018-0043
Abstract: Abstract The present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307… read more here.
Keywords: achievement; classroom; english achievement; complex relationship ... See more keywords