Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry.

Rezai, Afsheen; Ashkani, Parisa; Ismail, Sayed M

Rezai, Afsheen; Ashkani, Parisa; Ismail, Sayed M.

Afiliação

Rezai A; Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran. afsheen.rezai@abru.ac.ir.
Ashkani P; Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran.
Ismail SM; College of Humanities and Sciences, Prince Sattam Bin Abdulaziz University, Al-Kharj City, Saudi Arabia.

J Psycholinguist Res ; 52(5): 1345-1370, 2023 Oct.

Article em En | MEDLINE | ID: mdl-36652133

Assuntos

Metacognição; Multilinguismo; Humanos; Compreensão; Idioma; Aprendizagem

Palavras-chave

A mixed-methods design; EFL learners; Group-dynamic assessment; Listening comprehension; Metacognitive awareness; Process-based Instruction

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Clinical_trials / Qualitative_research Limite: Humans Idioma: En Ano de publicação: 2023 Tipo de documento: Article

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