The Impact of Teacher Technology-Enhanced Scaffolding on Female EFL Learners’ Grammar Achievement, Directed Motivational Currents (DMCs), and Mastery Goal
Author:
Publisher
Springer Science and Business Media LLC
Subject
Law,General Social Sciences,Social Sciences (miscellaneous),Arts and Humanities (miscellaneous),Education
Link
https://link.springer.com/content/pdf/10.1007/s10780-023-09502-x.pdf
Reference37 articles.
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3. Bozgun, K., & Ozaskin–Arslan, A. G. (2023). & Ulucinar–Sagir, S. COVID–19 and distance. education: Evaluation in the context of twenty–first century skills. Asia-Pacific. Education Researcher, 32, 417–428. https://doi.org/10.1007/s40299-022-00663-4.
4. Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93(1), 43.
5. Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents; energising language learning by creating intense motivational pathways. John Benjamins Publishing Company.
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