Determinants of EFL Achievement Among Arab College-Bound learners

What is it about?

This paper investigates the degree of interrelatedness and the role of a number of context-specific factors in the English language proficiency development of Arab college-bound learners. These factors include: language class risk-taking, sociability, discomfort, motivation, and attitude toward class.

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Why is it important?

The study provides insights into the language acquisition process of Arab college-bound learners based on empirical evidence.