Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISSN
-
2363-5169
- Extent
-
Online-Ressource
- Language
-
Englisch
- Notes
-
online resource.
- Bibliographic citation
-
Comparing the impacts of various inputs(I + 1 & I-1) on pre-intermediate EFL learners’ Reading comprehension and Reading motivation: the case of Ahvazi learners ; volume:4 ; number:1 ; day:11 ; month:12 ; year:2019 ; pages:1-20 ; date:12.2019
Asian-Pacific journal of second and foreign language education ; 4, Heft 1 (11.12.2019), 1-20, 12.2019
- Classification
-
Sprache, Linguistik
- Creator
-
Namaziandost, Ehsan
Nasri, Mehdi
Ziafar, Meisam
- Contributor
-
SpringerLink (Online service)
- DOI
-
10.1186/s40862-019-0079-1
- URN
-
urn:nbn:de:101:1-2020040509360068771106
- Rights
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 10:44 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Namaziandost, Ehsan
- Nasri, Mehdi
- Ziafar, Meisam
- SpringerLink (Online service)
Other Objects (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
EFL learners' learning styles and their reading performance
Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension
Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety
Developing reading proficiency scales for EFL learners in China
Comparing the effects of two repeated reading methods on EFL learners’ reading rates
Text complexity and reading comprehension of Japanese CSL learners
Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills
The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading
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
EFL learners' learning styles and their reading performance
Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension
Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety
Developing reading proficiency scales for EFL learners in China
Comparing the effects of two repeated reading methods on EFL learners’ reading rates
Text complexity and reading comprehension of Japanese CSL learners
Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills
The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading
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
EFL learners' learning styles and their reading performance
Effects of different text difficulty levels on Iranian EFL learners’ foreign language Reading motivation and Reading comprehension
Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety
Developing reading proficiency scales for EFL learners in China
Comparing the effects of two repeated reading methods on EFL learners’ reading rates
Text complexity and reading comprehension of Japanese CSL learners
Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners
Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills