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College students’ possible L2 self development in an EFL context during the transition year
Ying ZHAN,
Zhihong WAN
Department of Curriculum and Instruction (C&I)
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peer-review
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Dive into the research topics of 'College students’ possible L2 self development in an EFL context during the transition year'. Together they form a unique fingerprint.
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Arts and Humanities
Academic Year
50%
College Students
100%
Content Analysis
50%
Diary
50%
EFL context
100%
Elaboration
50%
journal entries
50%
Language learning motivation
50%
Scheme
50%
Second language learning
50%
Secondary Schools
50%
Under-graduate
100%
Keyphrases
College Students
100%
Copyright
10%
Cyclic Process
10%
Diary Interviews
10%
EFL Context
100%
English Major Undergraduates
10%
Focus Group Interviews
10%
Four-stage
10%
High School
10%
L2 Self
100%
Language Learning Motivation
10%
Large Community
10%
Non-English Majors
10%
Present Self
10%
Process-oriented
10%
Second Language Learning
10%
Self-development
100%
Transition Year
100%
Social Sciences
Academic Year
50%
Chinese
50%
Content Analysis
50%
English as a Foreign Language
100%
Focus Group
50%
Language Instruction
50%
Learning Motivation
50%
Secondary Schools
50%
University Students
100%
Psychology
College Students
100%
Focus Group
100%
Language Learning
100%