|
chinese as a second language |
5 |
|
online learning |
5 |
|
self-regulation |
5 |
|
chinese character acquisition |
4 |
|
co-regulation |
4 |
|
community of inquiry |
4 |
|
interprofessional education |
4 |
|
kindergarten |
4 |
|
language assessment |
4 |
|
language learning |
4 |
|
path analysis |
4 |
|
second language/l2 |
4 |
|
self-regulated learning |
4 |
|
virtual school |
4 |
|
learning strategies |
3 |
|
21st century skills |
2 |
|
academic achievement |
2 |
|
academic motivation |
2 |
|
cloud-based technology |
2 |
|
collaborative writing |
2 |
|
comparative study |
2 |
|
digital reading literacy |
2 |
|
dynamic componential model of creativity |
2 |
|
effectiveness |
2 |
|
english as a foreign language |
2 |
|
english language and literature |
2 |
|
enthusiasm |
2 |
|
external factors |
2 |
|
extrinsic motivation |
2 |
|
feedback |
2 |
|
flipped learning |
2 |
|
google docs |
2 |
|
handwriting |
2 |
|
higher-level knowledge activities |
2 |
|
internal factors |
2 |
|
intrinsic motivation |
2 |
|
job satisfaction |
2 |
|
k-12 online education |
2 |
|
knowledge sharing |
2 |
|
language teachers |
2 |
|
learning outcomes |
2 |
|
mediation analysis |
2 |
|
meta-analysis |
2 |
|
metacognition |
2 |
|
mobile learning |
2 |
|
motivation |
2 |
|
occupational commitment |
2 |
|
one-to-one laptop program |
2 |
|
online course design |
2 |
|
pedagogical use of information communication technology |
2 |
|
pisa 2018 |
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 |
|
teacher self-efficacy |
2 |
|
teacher-student relationships |
2 |
|
teaching for creativity |
2 |
|
teaching practices |
2 |
|
technology acceptance |
2 |
|
typing |
2 |
|
undergraduate medical education |
2 |
|
world languages |
2 |
|
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 |
|
educational apps |
1 |
|
flipped classroom |
1 |
|
foreign language |
1 |
|
heritage language |
1 |
|
ict |
1 |
|
interaction |
1 |
|
knowledge construction |
1 |
|
lag-sequential analysis |
1 |
|
learning |
1 |
|
learning process |
1 |
|
learning strategy |
1 |
|
making thinking visible |
1 |
|
metacognitive writing process |
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 |
|
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 |
|
vocabulary knowledge |
1 |
|
vocabulary learning |
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 |
