Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach

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21. Unraveling EFL Pre-Service Teachers’ TPACK through Self-Report Data
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22. Exploring Finnish EFL Teachers’ Perceived Technological Pedagogical Content Knowledge (TPACK) following Emergency Remote Teaching: A Quantitative Approach
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28. How AI-PCK predicts AI-assisted instruction intention: a study with pre-service teachers in China / Cómo AI-PCK predice la intención de instrucción asistida por IA: un estudio con docentes en formación en China
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32. A Review on the Research of Computer-assisted Language Learning in Language Teaching, Social Attitudes and Some Other Academic Circles
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33. MALL with Young Learners: Methodological and Ethical Considerations in Quasi-Experimental Research Design
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34. Learning Leadership and Technology Enhanced Learning
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35. Exploring the TPACK of Chinese EFL teachers: the effects of multicultural teaching experiences
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36. Teaching Technology as Assisted Language Learning (TALL) Subject: How Does It Work?
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37. Tổng quan nghiên cứu về kiến thức ứng dụng công nghệ thông tin (TPACK) trong dạy học ngoại ngữ
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38. Fen Bilgisi Öğretmen Adaylarının Tercih Ettikleri Öğretim Yöntemleri ve Teknoloji Kullanımları
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39. Effects of Exposure to L1 Translation in Vocabulary Acquisition in English as a Foreign Language with College Students
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40. The Effects of Mobile-mediated Explicit and Implicit Feedback onThe Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions EFL Learners’ Use of English Prepositions
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41. Development of Adaptive MOOC Models in Universities
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42. Investigating the Efficiency of Peer Feedback and Mobile-assisted Feedback for Chinese Pronunciation Correction in the Context of Learning Chinese as Second Language
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43. Herausforderungen bei der Implementation computerisierter adaptiver Hochschulklausuren
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44. Teaching Methods Preferred by Pre-Service Science Teachers and Their use of Technology
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45. English Teacher Education and Effective CALL Integration
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46. Becoming a Successful Pre-Service English as a Foreign Language Lecturer in the Digital Divide
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47. Exploring Criteria for Evaluating In-Service English Language Teachers’ Performance
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48. Towards Effective, Stress-Free Teacher Training
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49. THE INTEGRATION OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) APPROACH IN TEACHING ENGLISH VOCABULARY AND WRITING SKILLS AMONG GRADE 7 STUDENTS
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53. Laying the Foundations
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54. Introduction
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