https://orcid.org/0000-0003-4450-0931
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Akbar Bahari. (2023) Affordances and challenges of technology-assisted language learning for motivation: A systematic review. Interactive Learning Environments 31:9, pages 5853-5873.
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Yudhi Arifani, Jumadi Jumadi, Agus Wardhono, Syaadiah Arifin & Hidayat Ma’ruf. (2023) Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction. Innovation in Language Learning and Teaching 17:5, pages 877-893.
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B. Mythiri & V. K. Karthika. (2023) Challenges in Remote ESL Learning in Under-resourced Language Classrooms: An Indian Perspective During and After the Pandemic. Journal of Poverty 0:0, pages 1-18.
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Articles from other publishers (13)
Abdullah Alamer, Ahmed Al Khateeb & Lucas M. Jeno. (2022)
Using
WhatsApp
increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach
. Journal of Computer Assisted Learning 39:2, pages 417-431.
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Farzaneh Khodabandeh. (2022) Exploring the viability of augmented reality game- enhanced education in WhatsApp flipped and blended classes versus the face-to-face classes. Education and Information Technologies 28:1, pages 617-646.
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Hui Yan, Yifan Chen, Nan Wang, Yuxin Zhao & Ying Lu. 2023. Computer Science and Education. Computer Science and Education
556
568
.
Maryam Zakian, Ismail Xodabande, Mohammadreza Valizadeh & Mohammad Yousefvand. (2022) Out-of-the-classroom learning of English vocabulary by EFL learners: investigating the effectiveness of mobile assisted learning with digital flashcards. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Kartika Sulistyani, Sifak Indana & Elok Sudibyo. (2022) The Analysis Effectiveness of Guided Inquiry Implementation to Improve Students’ Science Process Skills. IJORER : International Journal of Recent Educational Research 3:6, pages 672-687.
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Cong Wang, Sida Zhu & Haijing Zhang. (2022) Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis. Frontiers in Psychology 13.
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Hussein Meihami & Fateme Husseini. (2022) A self-determination theory into the psychological needs of CALL: Probing EFL teachers’ autobiographical narratives. Education and Information Technologies 27:6, pages 7781-7803.
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Kaiqi Shao, Majid Elahi Shirvan & Abdullah Alamer. (2022) How Accurate Is Your Correlation? Different Methods Derive Different Results and Different Interpretations. Frontiers in Psychology 13.
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Jaeho Jeon. (2022) Exploring a self-directed interactive app for informal EFL learning: a self-determination theory perspective. Education and Information Technologies 27:4, pages 5767-5787.
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Abdullah Alamer. (2022) Exploratory structural equation modeling (ESEM) and bifactor ESEM for construct validation purposes: Guidelines and applied example. Research Methods in Applied Linguistics 1:1, pages 100005.
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Alim Al Ayub Ahmed, Isyaku Hassan, Harikumar Pallathadka, Muhammed Salim Keezhatta, Rofiq Noorman Haryadi, Zuhair I. Al Mashhadani, Lamyaa Yahya Attwan & Ali Rohi. (2022) MALL and EFL Learners’ Speaking: Impacts of Duolingo and WhatsApp Applications on Speaking Accuracy and Fluency. Education Research International 2022, pages 1-10.
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Abdullah Alamer & Jihyun Lee. (2021) Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, pages 136216882110336.
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Abdullah Alamer & Fahad Almulhim. (2021) The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach. Frontiers in Education 6.
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