The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design
Fecha de publicación:
2015
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Citación:
Frontiers in Psychology, 6, p. 1528- (2015); doi:10.3389/fpsyg.2015.01528
Descripción física:
p. 1528-
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This research was supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and when applicable co-financed by FEDER under the PT2020 Partnership Agreement (UID/PSI/01662/2013), by the Spanish Ministry of Education and Science (Proyects: EDU2014-57571-P and PSI- 2011-23395) and by Council of Economy and Employment of the Government of the Principality of Asturias, Spain (Proyect: FC-15-GRUPIN14-053).
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