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The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design

Author:
Rosário, Pedro José Sales Luís de FonsecaUniovi authority; Núñez Pérez, José CarlosUniovi authority; Vallejo Seco, GuillermoUniovi authority; Cunha, Jennifer; Nunes, Tânia; Suárez Fernández, NataliaUniovi authority; Fuentes, Sonia; Moreira, Tania
Publication date:
2015
Publisher version:
http://dx.doi.org/10.3389/fpsyg.2015.01528
Citación:
Frontiers in Psychology, 6, p. 1528- (2015); doi:10.3389/fpsyg.2015.01528
Descripción física:
p. 1528-
URI:
http://hdl.handle.net/10651/36544
ISSN:
1664-1078
DOI:
10.3389/fpsyg.2015.01528
Patrocinado por:

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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© 2015 Rosário et al.
This item is protected with a Creative Commons License