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

Article

Fecha

2015

Registro en:

6, OCT, -

16641078

https://hdl.handle.net/20.500.12728/6094

https://repositorioslatinoamericanos.uchile.cl/handle/2250/5143392

Autor

Rosário P.

Núñez J.C.

Vallejo G.

Cunha J.

Nunes T.

Suárez N.

Fuentes S.

Moreira T.

Institución

Universidad Autónoma de Chile

Materias

Academic performance

English as a Foreign Language (EFL)

Teachers' practices

Types of homework follow-up

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