Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Alrabai, Fakieh
2021.
The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention.
Frontiers in Psychology,
Vol. 12,
Issue. ,
Yang, Shiyu
Liu, Liyan
and
Hunt, Neil
2022.
Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context.
Frontiers in Psychology,
Vol. 13,
Issue. ,
Qian, Wei
2022.
The Influence of Affective Factors on Autonomous Learning in English Among Non-English Majors in Independent University.
International Journal of Education and Humanities,
Vol. 5,
Issue. 3,
p.
106.
LITTLE, David
2022.
Autonomy, autonomisation and the Council of Europe: the interdependence of pedagogy and politics.
Recherches en didactique des langues et des cultures,
Vol. 1,
Issue. 19-1,
Izadpanah, Siros
2022.
The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy.
Frontiers in Psychology,
Vol. 13,
Issue. ,
Little, David
2022.
Multilingualism and Education.
p.
202.
Hartle, Sharon
2022.
University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency.
Language Learning in Higher Education,
Vol. 12,
Issue. 2,
p.
429.
Abd Rahman, Emily
Md Yunus, Melor
Hashim, Harwati
and
Ab. Rahman, Nur Khadirah
2022.
Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation.
Sustainability,
Vol. 14,
Issue. 10,
p.
6086.
García-Allén, Ana
and
Taylor, Shelley K.
2023.
Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom.
Language Learning in Higher Education,
Vol. 13,
Issue. 1,
p.
105.
Nandagopal, Shoba Kanare
and
Philip, Ruth Sara
2023.
A Metainvestigation of Speaking Skills: Practice, Feedback, and Self-Directed Efforts.
IEEE Transactions on Professional Communication,
Vol. 66,
Issue. 2,
p.
170.
Gruber, Alice
Matt, Eva
and
Leier, Vera
2023.
Transforming Foreign Language Education: Exploring Educators’ Practices and Perspectives in the (Post-)Pandemic Era.
Education Sciences,
Vol. 13,
Issue. 6,
p.
601.
ONDER-OZDEMIR, Neslihan
2023.
Students’ Opinions on the Instructional Mode of Attendance at Medical English Classes during COVID-19 Measures.
EDUCATIONE,
Vol. 2,
Issue. 1,
p.
175.
Khotimah, Khusnul
Basthomi, Yazid
and
Eliyanah, Evi
2023.
Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022).
Vol. 749,
Issue. ,
p.
321.
Aronsson, Berit
2023.
Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?.
Language Teaching Research,
p.
136216882211442.
Danilina, Elena
and
Le Pichon, Emmanuelle
2023.
Reconceptualizing Language Norms in Multilingual Contexts.
p.
88.
Law, Yuen Yi Ellie
2023.
Fostering learner autonomy: A social‐constructivist approach to designing English language teaching activities.
TESOL Journal,
Vol. 14,
Issue. 1,
Long, Nana
2024.
Autonomy in language education: Theory, research and practice .
Studies in Second Language Learning and Teaching,
Vol. 14,
Issue. 2,
p.
371.
Papi, Mostafa
and
Hiver, Phil
2024.
Proactive Language Learning Theory.
Language Learning,
Dan, Wei
and
Li, Ming
2024.
Exploring EFL learners’ actions during the use of lecture materials in Chinese tertiary classrooms from a transactional view.
Asian-Pacific Journal of Second and Foreign Language Education,
Vol. 9,
Issue. 1,
Wang, Yongliang
Derakhshan, Ali
Pawlak , Mirosław
and
Mehdizadeh , Mostafa
2024.
Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context.
Studies in Second Language Learning and Teaching,