|
english |
2 |
|
english language - study and teaching (higher) - chinese speakers |
2 |
|
motivational capacity |
2 |
|
multimodal composing |
2 |
|
sources |
2 |
|
academic writing |
1 |
|
activity theory |
1 |
|
anxiety |
1 |
|
appropriation |
1 |
|
attitude towards online learning |
1 |
|
authentic assessment |
1 |
|
automated feedback |
1 |
|
automated writing evaluation |
1 |
|
change |
1 |
|
characteristics |
1 |
|
child maltreatment |
1 |
|
chinese |
1 |
|
chinese adolescents |
1 |
|
civic participation |
1 |
|
complexity theory |
1 |
|
covid-19 |
1 |
|
critical intercultural literacy |
1 |
|
critical pedagogy |
1 |
|
depression |
1 |
|
digital assessment |
1 |
|
digital empathy |
1 |
|
digital multimodal composing |
1 |
|
drug addiction |
1 |
|
efl context |
1 |
|
efl curriculum |
1 |
|
emi |
1 |
|
emi (english as a medium of instruction) |
1 |
|
emotional labor |
1 |
|
emotions |
1 |
|
english as a foreign language |
1 |
|
english as a foreign language (efl) |
1 |
|
english as a lingua franca |
1 |
|
english language teaching |
1 |
|
english learning |
1 |
|
english medium instruction (emi) |
1 |
|
english studies |
1 |
|
english teachers |
1 |
|
english writing |
1 |
|
feedback literacy |
1 |
|
feedback practices |
1 |
|
flipped teaching |
1 |
|
genre-oriented approach |
1 |
|
giving feedback |
1 |
|
glocalization |
1 |
|
higher education |
1 |
|
identity |
1 |
|
ideologies |
1 |
|
imagined identity |
1 |
|
impact |
1 |
|
instructional approach |
1 |
|
instructional practice |
1 |
|
intercultural communication |
1 |
|
internalization |
1 |
|
internationalisation |
1 |
|
investment |
1 |
|
l2 writing |
1 |
|
language curricula |
1 |
|
learner agency |
1 |
|
learner strategies |
1 |
|
learning motivation; l2 motivational self |
1 |
|
master’s students |
1 |
|
mediated learning experience |
1 |
|
motivation |
1 |
|
national representative sample |
1 |
|
new literacy |
1 |
|
novice teachers |
1 |
|
online english learning |
1 |
|
online flipped learning |
1 |
|
online learning readiness |
1 |
|
online learning support |
1 |
|
perception |
1 |
|
practice |
1 |
|
preschool teacher |
1 |
|
problematic smartphone use |
1 |
|
process-oriented approach |
1 |
|
product-oriented approach |
1 |
|
regulation strategies |
1 |
|
remixing |
1 |
|
reviewer feedback |
1 |
|
second language classroom |
1 |
|
second language teaching |
1 |
|
secondary english classrooms |
1 |
|
smartphone use motivation |
1 |
|
smartphone use time |
1 |
|
sociocultural inquiry |
1 |
|
sociology agency |
1 |
|
structure |
1 |
|
student engagement |
1 |
|
teacher |
1 |
|
teacher assessment |
1 |
|
teacher belief |
1 |
|
teacher education |
1 |
|
teacher emotion |
1 |
|
teacher engagement |
1 |
|
teacher feedback |
1 |
|
teacher identity |
1 |
|
teaching commitment |
1 |
|
teaching practicum |
1 |
|
use intention |
1 |
|
video production |
1 |
|
willingness to communicate (wtc) |
1 |
|
writing assessment |
1 |
|
writing for publication |
1 |
|
writing motivation |
1 |
|
writing motivation and engagement |
1 |
|
written feedback |
1 |
