EFL Teachers' Mindfulness and Emotion Regulation in Language Context. [PDF]
Wang N.
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Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study. [PDF]
Mostafavi M, Shokrpour N, Afraz S.
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The interplay between Chinese EFL teachers' positive psychological capital and their work engagement. [PDF]
Xu J.
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Empowering EFL teachers' perceptions of generative AI-mediated self-professionalism. [PDF]
Nazim M, Alzubi AAF.
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Unravelling EFL teachers' mastery of TPACK: Technological pedagogical and content knowledge in writing classes. [PDF]
Abubakir H, Alshaboul Y.
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Exploring Chinese EFL teachers' perceptions and experiences of positive psychology use in language education: benefits, challenges, and requirements disclosed. [PDF]
Jiang Z, Wu J.
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The Role of Connectedness and Psychological Hardiness in EFL Teachers' Pedagogical Effectiveness. [PDF]
Liu Z.
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The present study aims to assess the level of efficacy perceptions of EFL teachers working at state primary schools in Turkey and investigate whether there are any differences between three dimensions of teacher efficacy as defined by Tschannen and Tschannen-Moran and Woolfolk Hoy (2001), namely, efficacy in student engagement, efficacy in using ...
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Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning. [PDF]
Estaji M, Sadr SA.
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Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers: insights from achievement goal theory. [PDF]
Tian J, Hashemifardnia A, Akhter S.
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