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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書誌詳細

主要な著者:	Hamed Ghaemi, Robert Kirkpatrick
フォーマット:	Artigo
言語:	Inglês
出版事項:	SpringerOpen 2025-02-01
シリーズ:	Language Testing in Asia
主題:	IELTS band scores Language learning orientation Mixed methods Student motivation Teacher metapathy Teacher-student interaction
オンライン･アクセス:	https://doi.org/10.1186/s40468-024-00339-4
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