Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Kong, Mengxia
and
Wei, Rining
2019.
EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables.
Linguistics and Education,
Vol. 52,
Issue. ,
p.
44.
Wei, Rining
Hu, Yuhang
and
Xiong, Jianhui
2019.
Effect Size Reporting Practices in Applied Linguistics Research: A Study of One Major Journal.
Sage Open,
Vol. 9,
Issue. 2,
Wei, Rining
Liu, He
and
Wang, Shijie
2020.
Exploring L2 grit in the Chinese EFL context.
System,
Vol. 93,
Issue. ,
p.
102295.
Dewaele, Jean-Marc
and
Botes, Elouise
2020.
Does multilingualism shape personality? An exploratory investigation.
International Journal of Bilingualism,
Vol. 24,
Issue. 4,
p.
811.
Li, Xinyu
2021.
A review of CLIL outcomes: Calling for fuller use of effect sizes and less reliance uponp.
International Journal of English for Academic Purposes: Research and Practice,
Vol. 2021,
Issue. Autumn,
p.
205.
Dewaele, Jean-Marc
2021.
Multilingualism and trait emotional intelligence: an exploratory investigation.
International Journal of Multilingualism,
Vol. 18,
Issue. 3,
p.
337.
Bailey, Kathleen
and
Csomay, Eniko
2021.
Comparing contract cheating papers and L2 university student papers using lexical complexity analysis: An exploratory study.
International Journal of English for Academic Purposes: Research and Practice,
Vol. 2021,
Issue. Autumn,
p.
119.
Walton, Hilary
2022.
Investigating a New Psychological Variable in Second Language Acquisition: Comparing Social Identity Across Canadian French Education Programs.
Frontiers in Education,
Vol. 7,
Issue. ,
Yang, Wen-hsien
and
Yang, Li-zu
2022.
Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic.
English Teaching & Learning,
Vol. 46,
Issue. 2,
p.
179.
Wei, Rining
Kang, Yifan
and
Wang, Shijie
2022.
The relationship between tolerance of ambiguity and multilingualism revisited.
System,
Vol. 107,
Issue. ,
p.
102798.
Habók, Anita
Magyar, Andrea
and
Molnár, Gyöngyvér
2022.
Investigating the Relationship Among English Language Learning Strategies, Language Achievement, and Attitude.
Frontiers in Psychology,
Vol. 13,
Issue. ,
Chen, Shu
and
Wong, Kwan Yie
2022.
Assessment of Preservice Music Teachers’ Multicultural Personality: Multicultural Music Education Perspective.
Frontiers in Psychology,
Vol. 13,
Issue. ,
Wu, Aihui
and
Wei, Rining
2022.
“Teachers' Emotional Labor” Publications in Web of Science: A Bibliometric Analysis.
Frontiers in Psychology,
Vol. 13,
Issue. ,
Yuan, Renqing
2023.
Chinese university EFL learners’ foreign language classroom anxiety and enjoyment in an online learning environment during the COVID-19 pandemic.
Asia Pacific Journal of Education,
p.
1.
Han, Yawen
Wei, Rining
and
Wang, Jing
2023.
An ecological examination of teacher emotions in an EFL context.
Frontiers in Psychology,
Vol. 14,
Issue. ,
Arnaiz-Castro, Patricia
and
Espejo-Mohedano, Roberto
2023.
Bilingualism in Brazil: An Examination of Its Effect on the Formation of Individual Identities.
Languages,
Vol. 8,
Issue. 3,
p.
180.
Kharkhurin, Anatoliy V.
Koncha, Valeriya
and
Charkhabi, Morteza
2023.
Effects of plurilingualism and pluriculturalism on creativity: testing the mediating role of tolerance and intolerance of ambiguity.
International Journal of Multilingualism,
p.
1.
Reynolds, Barry Lee
and
Wei, Rining
2023.
Global English education and EAP research in the New Era: An introduction.
International Journal of English for Academic Purposes: Research and Practice,
Vol. 3,
Issue. 2,
p.
69.
Wei, Rining
2023.
National identity and multilingualism: a survey of Chinese Mongolian university students.
Journal of Multilingual and Multicultural Development,
p.
1.
Liu, Honggang
and
Li, Xiaoxue
2023.
Unravelling students’ perceived EFL teacher support.
System,
Vol. 115,
Issue. ,
p.
103048.