Beyond Knowledge: Multiple Faceted Efficacious Impacts of Blended Learning Affordance on EFL Learners-Reference-Cited by-同舟云学术

Beyond Knowledge: Multiple Faceted Efficacious Impacts of Blended Learning Affordance on EFL Learners

Published:2023 Issue: Volume: Page:103-128
ISSN:2524-4078
Container-title:Critical Reflections on ICT and Education
language:
Short-container-title:

Author:

Van Nguyen Tuyen,Sit Helena,Chen Shen

Publisher

Springer Nature Singapore

Link

https://link.springer.com/content/pdf/10.1007/978-981-99-7559-4_6

Reference58 articles.

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2. Arzal, Chen, S., & Sit, H. H. W. (2022). An investigation on the teachers’ perceptions on “ICT integration”: Evidence from Indonesian EFL classrooms. In A. W. B. Tso, S. K. K. Ng, L. Law, & T. S. Bai (Eds.), Annual conference of Hong Kong association for educational, communications and technology (pp. 295–305). Springer. https://doi.org/10.1007/978-981-19-9217-9_18.

3. Atherton, M., Shah, M., Vazquez, J., Griffiths, Z., Jackson, B., & Burgess, C. (2017). Using learning analytics to assess student engagement and academic outcomes in open access enabling programmes. Open Learning, 32(2), 119–136. https://doi.org/10.1080/02680513.2017.1309646

4. Australian Curriculum Assessment and Reporting Authority. (2020). Australian curriculum F-10: Literacy. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/.

5. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586.