self-regulation |
6 |
chinese as a second language |
5 |
online learning |
5 |
self-regulated learning |
5 |
chinese character acquisition |
4 |
co-regulation |
4 |
community of inquiry |
4 |
interprofessional education |
4 |
kindergarten |
4 |
language assessment |
4 |
language learning |
4 |
learning strategies |
4 |
path analysis |
4 |
second language/l2 |
4 |
technology |
4 |
virtual school |
4 |
learning strategy |
3 |
vocabulary learning |
3 |
21st century skills |
2 |
academic achievement |
2 |
academic motivation |
2 |
cloud-based technology |
2 |
collaborative writing |
2 |
comparative study |
2 |
design features |
2 |
digital reading |
2 |
digital reading literacy |
2 |
dynamic componential model of creativity |
2 |
educational apps |
2 |
effectiveness |
2 |
english as a foreign language |
2 |
english language and literature |
2 |
enthusiasm |
2 |
experimental design |
2 |
external factors |
2 |
extrinsic motivation |
2 |
feedback |
2 |
flipped learning |
2 |
google docs |
2 |
handwriting |
2 |
higher-level knowledge activities |
2 |
interaction |
2 |
internal factors |
2 |
intrinsic motivation |
2 |
job satisfaction |
2 |
k-12 online education |
2 |
knowledge sharing |
2 |
language teachers |
2 |
learning outcomes |
2 |
learning theory |
2 |
mediation analysis |
2 |
meta-analysis |
2 |
metacognition |
2 |
mobile learning |
2 |
motivation |
2 |
multilevel latent profile analysis |
2 |
occupational commitment |
2 |
one-to-one laptop program |
2 |
online course design |
2 |
online learning communities |
2 |
pedagogical use of information communication technology |
2 |
pisa 2018 |
2 |
positive affect |
2 |
primary school education |
2 |
processes and perceptions |
2 |
professional development |
2 |
school decision-making |
2 |
school environment |
2 |
self-efficacy |
2 |
self-regulated learning strategies |
2 |
social learning |
2 |
social media |
2 |
social media use |
2 |
synthesis review |
2 |
systematic review |
2 |
teacher professional development |
2 |
teacher self-efficacy |
2 |
teacher support |
2 |
teacher-student relationships |
2 |
teaching for creativity |
2 |
teaching practices |
2 |
technological affordances |
2 |
technology acceptance |
2 |
typing |
2 |
undergraduate medical education |
2 |
vocabulary |
2 |
vocabulary knowledge |
2 |
world languages |
2 |
anxiety |
1 |
attitude toward ict |
1 |
audiovisual perception |
1 |
behavioral patterns |
1 |
bilingualism |
1 |
chinese |
1 |
chinese efl teachers |
1 |
chinese-language learning |
1 |
class size |
1 |
color |
1 |
computer-assisted language learning |
1 |
constructivist beliefs |
1 |
cross-linguistic |
1 |
design-based research |
1 |
distance learning |
1 |
dynamic |
1 |
english learning |
1 |
flipped classroom |
1 |
foreign language |
1 |
heritage language |
1 |
ict |
1 |
instructional design |
1 |
knowledge construction |
1 |
lag-sequential analysis |
1 |
learning |
1 |
learning process |
1 |
making thinking visible |
1 |
metacognitive writing process |
1 |
mobile assisted language learning |
1 |
mobile serious games |
1 |
mobile social-networking sites |
1 |
multimedia learning |
1 |
onilne chinese language writing pedagogy |
1 |
online education |
1 |
online teaching |
1 |
online teaching and learning |
1 |
pedagogical beliefs |
1 |
perceived ease of use |
1 |
perceived usefulness |
1 |
pinyin |
1 |
second/foreign language learning |
1 |
social networking |
1 |
speaking skills |
1 |
student achievement |
1 |
teacher education |
1 |
technology adoption |
1 |
technology knowledge |
1 |
tone |
1 |
tpack |
1 |
transmissive beliefs |
1 |
word recognition processes |
1 |
实践性知识 |
1 |
教师学习共同体 |
1 |
网络协作对话 |
1 |
认知网络分析 |
1 |