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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Detalhes bibliográficos

Principais autores:	Hamed Ghaemi, Robert Kirkpatrick
Formato:	Artigo
Idioma:	Inglês
Publicado em:	SpringerOpen 2025-02-01
coleção:	Language Testing in Asia
Assuntos:	IELTS band scores Language learning orientation Mixed methods Student motivation Teacher metapathy Teacher-student interaction
Acesso em linha:	https://doi.org/10.1186/s40468-024-00339-4
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