The relationship between l2 motivation and transformative engagement in academic reading among eap learners: implications for reading self-regulation

HIGHLIGHTS

• who: Mohammad Amini Farsani from the Zhejiang University, China have published the research: The relationship between L2 motivation and transformative engagement in academic reading among EAP learners: Implications for reading self-regulation, in the Journal: (JOURNAL)
• what: Given the fact that motivation is fundamental for engagement in TE (in-class and out-of-class engagement; Alongi et_al, 2016), this study explored the role of L2 motivation in the transformative engagement of students in academic reading through the lens of L2 motivational selfsystem (L2MSS) to address the aforementioned shortcomings. This study took a cross-disciplinary perspective . . .
  

   

  

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