Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

This study explored the contributions of teacher supports toward students’ self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students’ self-directed language learning...

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Detalles Bibliográficos
Autores principales: Pan, Xiaoquan, Chen, Wei
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716430/
https://www.ncbi.nlm.nih.gov/pubmed/34975643
http://dx.doi.org/10.3389/fpsyg.2021.751017

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8716430/
https://www.ncbi.nlm.nih.gov/pubmed/34975643
http://dx.doi.org/10.3389/fpsyg.2021.751017

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