Students' Perceptions of Teacher Support in Blended Reading Classrooms
Published: 22 April 2025| Version 2 | DOI: 10.17632/sxpvvcxmzp.2
Contributor:
郁竹 张Description
This study employed a composite questionnaire comprising four adapted scales designed to assess: (1) students’ perceptions of teacher support in blended reading classrooms, and (2) their reading engagement across behavioral, emotional, and cognitive dimensions.
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Categories
Blended Learning, Teacher Training, Reading Development