Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety
- Standort
-
Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
-
Online-Ressource
- Sprache
-
Englisch
- Anmerkungen
-
online resource.
- Erschienen in
-
Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety ; volume:13 ; number:1 ; day:17 ; month:3 ; year:2023 ; pages:1-33 ; date:12.2023
Language testing in Asia ; 13, Heft 1 (17.3.2023), 1-33, 12.2023
- Klassifikation
-
Erziehung, Schul- und Bildungswesen
- Urheber
-
Ahmed Abdel-Al Ibrahim, Khaled
Cuba Carbajal, Nestor
Zuta, Manuel Enrique Chenet
Bayat, Sania
- Beteiligte Personen und Organisationen
-
SpringerLink (Online service)
- DOI
-
10.1186/s40468-023-00229-1
- URN
-
urn:nbn:de:101:1-2023080521152006538777
- Rechteinformation
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
-
14.08.2025, 11:02 MESZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Deutsche Nationalbibliothek. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Beteiligte
- Ahmed Abdel-Al Ibrahim, Khaled
- Cuba Carbajal, Nestor
- Zuta, Manuel Enrique Chenet
- Bayat, Sania
- SpringerLink (Online service)
Ähnliche Objekte (12)
A componential analysis of reading comprehension in Chinese EFL learners
Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom
Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment
An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment
Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Investigating the effects of flipped vocabulary learning via an online dictionary on EFL learners' listening comprehension
Improving Text Comprehension: Scaffolding Adolescents into Strategic Reading
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills
Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension
A componential analysis of reading comprehension in Chinese EFL learners
Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom
Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment
An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment
Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Investigating the effects of flipped vocabulary learning via an online dictionary on EFL learners' listening comprehension
Improving Text Comprehension: Scaffolding Adolescents into Strategic Reading
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills
Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension
A componential analysis of reading comprehension in Chinese EFL learners
Exploring EFL learners’ inferential reading comprehension skills through a flipped classroom
Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment
An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment
Exploring the association among working memory, anxiety and Iranian EFL learners’ listening comprehension
The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Investigating the effects of flipped vocabulary learning via an online dictionary on EFL learners' listening comprehension
Improving Text Comprehension: Scaffolding Adolescents into Strategic Reading
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills