Emotion Regulation of EFL Teachers in Blended Classroom Assessment
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00761-x.pdf
Reference42 articles.
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2. Bahl, N., & Ouimet, A. J. (2022). Smiling won’t make you feel better, but it might make people like you more: Interpersonal and intrapersonal consequences of response-focused emotion regulation strategies. Journal of Social and Personal Relationships, 39(7), 2262–2284. https://doi.org/10.1177/02654075221077233
3. Bielak, J., & Mystkowska-Wiertelak, A. (2020). Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology. System, 90, 102208. https://doi.org/10.1016/j.system.2020.102208
4. Chan, K. T. (2021). Embedding formative assessment in blended learning environment: The case of secondary Chinese language teaching in Singapore. Education Sciences, 11(7), 360. https://doi.org/10.3390/educsci11070360
5. Chan, W. T. Y., & Leung, C. H. (2016). The use of social media for blended learning in tertiary education. Universal Journal of Educational Research, 4(4), 771–778. https://doi.org/10.13189/ujer.2016.040414
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