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Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance

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Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Applied Sciences, Free Full-Text
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
EXPLORING THE IMPACT OFAI-POWERED COLLABORATIVE AND INTERACTIVE NLP APPS ON EFL TEACHING IN THE POST-COVID-19 ERA
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Exploring the perceptions and experiences of university lecturers on corrective feedback in students' research project supervision: a case for computer-mediated mode
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Frontiers Effects of teacher explicit instruction in stance-taking on students' perceptions of stance and on their academic writing beliefs
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students' interactional competence in the university - ScienceDirect
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World - Jitendra Singh, Keely Steele, Lovely Singh, 2021
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
The Independent Journal of Teaching and Learning - Vol 17 (1) 2022 by The Independent Journal of Teaching and Learning - Issuu
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
The incorporation of peer learning into MosoTeach‐supported flipped language class: Effects on student motivation, participation, feedback and test performance - Li - Journal of Computer Assisted Learning - Wiley Online Library
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
PDF) Action Research on the Effects of an Innovative Use of CALL (Computer Assisted Language Learning) on the Listening and Speaking Abilities of Chinese University
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Multimodal Instruction and Mentor-Tutoring in an Intensive English Program - Shih-ping Wang, Yih-Lan Chen, Wen-Ta Tseng, 2023
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Effects of reciprocal peer feedback on EFL learners' communication strategy use and oral communication performance, Smart Learning Environments
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Frontiers Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance
Frontiers Effects of teacher explicit instruction in stance-taking on students' perceptions of stance and on their academic writing beliefs
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