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pro vyhledávání: '"Leyla Tercanlioglu"'
Autor:
Leyla Tercanlioglu
Publikováno v:
Electronic Journal of Research in Education Psychology. 3
Introducción: Los estudiantes de idiomas extranjeros con frecuencia mantienen distintas creencias o ideas en cuanto al aprendizaje de idiomas (Horwitz, 1987), y la investigación existente sugiere que las creencias de los aprendices tienen la potenc
Autor:
Leyla Tercanlioglu
Publikováno v:
The Qualitative Report.
The National Education Development Project (NEDP) is one of the most important attempts to improve the quality of teacher education in Turkey. NEDP focused on the development of practice in pre-service secondary school language teacher education in T
Autor:
Leyla Tercanlioglu
Publikováno v:
The Qualitative Report.
Pre-service English teacher education students' perceptions of their education experience provide greater insight into developing an effective teaching strategy in English teacher education. The objectives for the study were: (1) to identify issues o
Autor:
Hakan Demiröz, Leyla Tercanlioglu
WOS: 000421074600011
This study aims to investigate qualitatively the role of goal orientation in reading comprehension both in native (L1) and second or foreign languages (L2), and the reading strategy use in L1 and L2 of the Turkish advanced s
This study aims to investigate qualitatively the role of goal orientation in reading comprehension both in native (L1) and second or foreign languages (L2), and the reading strategy use in L1 and L2 of the Turkish advanced s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9299c1eeab5aff4d991ab1499579fec8
https://hdl.handle.net/20.500.12418/7944
https://hdl.handle.net/20.500.12418/7944
Autor:
Leyla Tercanlioglu
Publikováno v:
i-manager's Journal on School Educational Technology. 1:48-56
Autor:
Leyla Tercanlioglu
Publikováno v:
TESL Canada Journal. 21:34
It has long been recognized that varying achievement goals elicit varying motivational patterns with varying behavioral consequences. Several sets of contrasting goal orientations have been proposed to explain differences in language students' achiev