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Wu, T. (2016). An Empirical Study on the Correlation between Teachers’ Classroom Discipline Strategies and College Students’ Willingness to Communicate in English. Foreign Language Education, 37, 61-65.

has been cited by the following article:

• TITLE: Research on the Influencing Factors of College English Learning Willingness Based on the Theory of Planned Behavior

  AUTHORS: Lili Chen, Shanshan Wang, Qinna Zhao

  KEYWORDS: The Theory of Planned Behavior, College English Learning, Learning Willingness, Behavioral Intervention

  JOURNAL NAME: Creative Education, Vol.13 No.10, October 9, 2022

  ABSTRACT: Since learning willingness is one key factor affecting foreign language learning, this article constructs a theoretical model of different influencing factors affecting the learning willingness, and uses structural equation model to test some hypotheses, based on the theory of planned behavior, through exploring the relationship among Willingness of Behavior (WB), Attitude toward the Behavior (AB), Subjective Norms (SN), Perceived Behavioral Control(PBC), Behavior of students. The study found that important others and groups have the greatest influence on individual behavior; and high demand pressure can positively affect students’ learning willingness; individual differences lead to differences in the learning willingness; the influence of learning attitude on behavior willingness is non-dominant. Findings highlight the importance of learning willingness in college English education, and provide theoretical guidance for the formulation of intervention measures for English learning behavior.