Indrajit Patra, Asmaa F. Alazemi, Dina A. H. Al-Jamal, Asma Gheisari
{"title":"教师在形成性评估(FA)中的书面和口头纠正反馈(CF)对男性语言学习者学业焦虑(AA)、学习成绩(AP)和学习态度(ATL)的有效性","authors":"Indrajit Patra, Asmaa F. Alazemi, Dina A. H. Al-Jamal, Asma Gheisari","doi":"10.1186/s40468-022-00169-2","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":37050,"journal":{"name":"Language Testing in Asia","volume":" ","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)\",\"authors\":\"Indrajit Patra, Asmaa F. Alazemi, Dina A. H. Al-Jamal, Asma Gheisari\",\"doi\":\"10.1186/s40468-022-00169-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":37050,\"journal\":{\"name\":\"Language Testing in Asia\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2022-08-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Testing in Asia\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1186/s40468-022-00169-2\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Testing in Asia","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1186/s40468-022-00169-2","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)