Self-regulated EFL learning through productive feedback in Iranian private language institutes: a case for sustainable lifelong learning outcomes
Abstract Various determinants contribute to the disappointing outcomes of the EFL programmes in non-Anglophone countries, thereby limiting citizens in these countries access to international academic and economic platforms. One such determinant is EFL teachers’ productive feedback practice. Producti...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2024-12-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-024-00374-6 |
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