Abedini, A., Rahimi, A., & Zare-ee, A. (2011). Relationship between Iranian EFL learners’ beliefs about language learning, their language learning strategy use, and their language proficiency. Procedia-Social and Behavioral Sciences, 28, 1029–1033.
Aini, S. H. (2020). The relationship between students’ beliefs and willingness to communicate among Indonesian senior high school students in EFL classrooms. Retain, 8(1).
Alhama, M. (2019). Learners’ beliefs about language-learning abilities in face-to-face & online settings. International Journal of Educational Technology in Higher Education, 16(1), 1-23.
Aslan, E., & Thompson, A. S. (2021). The interplay between learner beliefs and foreign language anxiety: insights from the Turkish EFL context. The Language Learning Journal, 49(2), 189-202.
Baghaei, P., Dourakhshan, A., & Salavati, O. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. Modern Journal of Applied Linguistics, 4(2), 53-67.
Benson, P., & Lor, W. (1999). Conceptions of language and language learning. The system, 27(4), 459-472.
Brown, H. D. (2007). First language acquisition. Principles of Language Learning and Teaching, 24-51.
Dewaele, J. M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association.
Ellis, N. C. (2008). The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The modern language journal, 92(2), 232-249.
Fatemipour, H., & Shirmohamadzadeh, V. (2014). The relationship between communication apprehension and learners' beliefs about language learning with EFL University Students' Willingness to Communicate. International Journal of Language Learning and Applied Linguistics World, 7(4), 112-122.
Foss, K. A., & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL Quarterly, 22(3), 437-454.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Horwitz, E. K. (1987). Surveying student beliefs about language learning. Learner strategies in language learning, 110129, 557-576.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The modern language journal, 72(3), 283-294.
Horwitz, E. (2001). Language anxiety and achievement. Annual review of applied linguistics, 21, 112-126.
Hou, Y. J. (2013). Taiwanese EFL Nursing students’ English learning beliefs and anxiety. Mediterranean Journal of Social Sciences, 4(11), 671-671.
Jusoh, A. J. (2017). Lessons from experience: ESL student teachers' reflection during practicum through reflective journals. Studies in English Language and Education, 4(2), 226-234.
Karbakhsh, R., & Safa, M. A. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: a structural equation modeling approach. Journal of Psycholinguistic Research, 49(5), 803-822.
Karabıyık, C., & Özkan, N. (2017). Foreign language anxiety: a study at Ufuk University preparatory school. Journal of Language and Linguistic Studies, 13(2), 667-680.
Khodadady, E. (2009). The beliefs about language learning inventory: Factorial validity, formal education and the academic achievement of Iranian students majoring in English.
Kunt, N. (1997). Anxiety and beliefs about language learning: A study of Turkish-speaking university students learning English in North Cyprus. The University of Texas at Austin.
MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11(2), 135-142.
MacIntyre, P. D. (1999). Behavioral validation of the Childhood Anxiety Sensitivity Index in children. Journal of Clinical Child Psychology, 28(1), 105-112.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in second language acquisition, 23(3), 369-388.
Mantle‐Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79(3), 372-386.
Mahmoodi, M. H., & Moazam, I. (2014). Willingness to communicate (WTC) and L2 achievement: The case of Arabic language learners. Procedia-Social and Behavioral Sciences, 98, 1069-1076.
Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning? Language learning, 49(3), 377-415.
Peacock, M. (2001). Pre-service ESL teachers' beliefs about second language learning: A longitudinal study. The system, 29(2), 177-195.
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876.
Rabian, B., Embry, L., & MacIntyre, D. (1999). Behavioral validation of the Childhood Anxiety Sensitivity Index in children. Journal of Clinical Child Psychology, 28(1), 105-112.
Rastegar, M., & Karami, M. (2015). On the relationship between foreign language Classroom anxiety, willingness to communicate and scholastic success among Iranian EFL learners. Theory and Practice in Language Studies, 5(11), 2387.
Rezaabadi, O. T. (2017). The relationships between social class anxiety, facilitative anxiety, and reading test performance. Southern African Linguistics and Applied Language Studies, 35(2), 211-223.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of research on teacher education, 2(102-119), 273-290.
Sioson, I. C. (2011). Language learning strategies, beliefs, and anxiety in the academic speaking task. Philippine ESL Journal, 7(1), 3-27
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. (1983). State-trait anxiety inventory STAI (Form Y). Red City Mind Gard.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland.
Truitt, S. N. (1995). Anxiety and beliefs about language learning: A study of Korean university students learning English. The University of Texas at Austin.
Wang, N. (2005). Beliefs about language learning and foreign language anxiety: A study of university students learning English as a foreign language in Mainland China.
Wenden, A. L. (1986). What do second-language learners know about their language learning? A second look at retrospective accounts1. Applied linguistics, 7(2), 186-205.
Yousef, R., Jamil, H., & Razak, N. (2013). Willingness to communicate in English: A study of Malaysian pre-service English teachers. English Language Teaching, 6(9), 205.
Zarrinabadi, N., Lou, N. M., & Shirzad, M. (2021). Autonomy support predicts language mindsets: Implications for developing communicative competence and willingness to communicate in EFL classrooms. Learning and Individual Differences, 86, 101981.
Zhang, R. (2014). Exploring the relationship between Chinese first-year university students’ beliefs about language learning and foreign language anxiety. International Journal of Applied Linguistics and English Literature, 3(1), 28-44.