The effect of web-mediated, blended, and purely online learning on EFL learners’ writing achievement in the Iranian context: A comparative study
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11215-0.pdf
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2. Afshinfar, J., & Shokouhifar, A. (2016). The effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(2), 15–41. https://doi.org/10.22049/jalda.2018.26273.1075
3. Albiladi, W. S., & Alshareef, K. K. (2019). Blended learning in English teaching and learning: A review of the current literature. Journal of Language Teaching and Research, 10(2), 232. https://doi.org/10.17507/jltr.1002.03
4. Alhih, M., Ossiannilsson, E., & Berigel, M. (2017). Levels of Interaction Provided by Online Distance Education Models. EURASIA Journal of Mathematics Science and Technology Education, 13(6), 2733–2748. https://doi.org/10.12973/eurasia.2017.01250a
5. Alipour, P. (2020). A Comparative Study of Online Vs. Blended Learning on Vocabulary Development among Intermediate EFL Learners. Cogent Education, 7(1), 1857489. https://doi.org/10.1080/2331186X.2020.1857489
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