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The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English Foreign Language Learners

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Figure

Figure 1: Pyramid Model of WTC (MacIntyre, Clément, Dörnyei & Noels 1998)
Table 1: Overview of the Effects of Independent Variables on WTC Reported in  Previous Studies (Positive (+), Negative (-) or Not Significant (ns))
Figure 2: Q-Q plot for Distribution of WTC Scores
Table 2: Pearson Correlation Analyses Between Independent Variables and  WTC (N = 210)
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