Self-regulated EFL learning through productive feedback in Iranian private language institutes: a case for sustainable lifelong learning outcomes

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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Bibliographic Details
Main Authors: Mina Abdolhosseinzadeh Amini, Corné G. Kruger, Carisma Nel
Format: Article
Language:English
Published: Springer 2024-12-01
Series:Discover Education
Subjects:
English foreign language (EFL)
Productive feedback
Self-regulation
EFL Teachers Productive Feedback Inventory (ETPFI)
Iranian English language teaching (ELT) context
Online Access:https://doi.org/10.1007/s44217-024-00374-6
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https://doi.org/10.1007/s44217-024-00374-6

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