Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy
Abstract This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random conveni...
| الحاوية / القاعدة: | Smart Learning Environments |
|---|---|
| المؤلفون الرئيسيون: | , , |
| التنسيق: | مقال |
| اللغة: | الإنجليزية |
| منشور في: |
SpringerOpen
2023-10-01
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.1186/s40561-023-00264-8 |