Lv3
285 积分 2025-03-23 加入
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs
12小时前
已完结
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?
12小时前
已完结
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements
12小时前
已完结
Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing
3天前
已完结
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task: Comparing guided and unguided planning
3天前
已完结
Mobile Assisted Language Learning in university EFL courses in Japan: developing attitudes and skills for self-regulated learning
3天前
已完结
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis
3天前
已完结
Influencing and moderating variables in informal digital learning of English through a structural equation model
3天前
已完结
Comparing high school students’ online self-regulation and engagement in English language learning
3天前
已完结
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective
3天前
已完结
皖公网安备34019202002308
