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Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language

Rahimi, Muhammad, Zhang, Lawrence Jun·2019·Reading and Writing

DOI 10.1007/s11145-018-9887-9

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Authors: Rahimi, M., & Zhang, L. J.
Affiliations: University of Auckland (NZ)
Corresponding author: Zhang, Lawrence Jun
ORCID: Rahimi, Muhammad
Zhang, Lawrence Jun
Venue: Reading and Writing
Publisher: Springer Science and Business Media LLC
Published: 2018-07-20
Volume: 32
Issue: 3
Pages: 761-786
ISSN: 0922-4777 (ISSN-L)
1573-0905
DOI: 10.1007/s11145-018-9887-9
OpenAlex: W2883604886
Cited by: 138
References: 80
Citations by year: 2026: 24 · 2025: 37 · 2024: 34 · 2023: 12 · 2022: 13 · 2021: 14 · 2020: 2 · 2019: 1
FWCI: 23.91
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Reading and Writing (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Education › Writing and Handwriting Education
Keywords: task complexity, writing anxiety, second language writing, argumentative essay writing, syntactic complexity, writing accuracy, subordination, Cognition Hypothesis, trade-off hypothesis, ESL learners

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Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language

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