The role of IELTS teacher’s metapathy in IELTS candidates’ overall band score, language learning orientation, and active/passive motivation

Abstract This study examines the impact of teacher metapathy, or teachers’ capacity to comprehend and sympathize with students’ emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teac...

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Podrobná bibliografie

Hlavní autoři:	Hamed Ghaemi, Robert Kirkpatrick
Médium:	Artigo
Jazyk:	Inglês
Vydáno:	SpringerOpen 2025-02-01
Edice:	Language Testing in Asia
Témata:	IELTS band scores Language learning orientation Mixed methods Student motivation Teacher metapathy Teacher-student interaction
On-line přístup:	https://doi.org/10.1186/s40468-024-00339-4
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