The effects of reflective writing on EFL student-teachers’ critical thinking: a quasi-experimental study

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Humanities & Social Sciences Communications vol. 12, no. 1 (Dec 2025), p. 1353
1. Verfasser:	Tola Chala, Gemechu
Weitere Verfasser:	Tadesse Degago, Adinew, Admassu Endashaw, Abera, Getachew Tsegaye, Alemayehu
Veröffentlicht:	Springer Nature B.V.
Schlagworte:	Ethiopia Students Language acquisition Teaching methods Student teachers Writing Curricula Teacher education Intervention English as a second language Foreign language learning Colleges & universities Second language teachers Teachers Second language writing Skills Learning outcomes Experiential learning Academic achievement Quasi-experimental methods Critical thinking Cognition Prerequisites (Education) Education English as a second language instruction Inference Cultivation Thinking skills Language disorders Foreign languages Educational systems Competency based learning Trainees English language Groups Classrooms
Online-Zugang:	Citation/Abstract Full Text Full Text - PDF
Tags:	Tag hinzufügen Keine Tags, Fügen Sie das erste Tag hinzu!

Schreiben Sie den ersten Kommentar!