DC FieldValueLanguage
dc.contributor.authorPetrogiannis, Konstantinos-
dc.contributor.authorSougari, Areti-Maria-
dc.contributor.authorGavriilidou, Zoe-
dc.contributor.authorPsaltou-Joycey, Angeliki-
dc.contributor.authorKazamia, Vassilia-
dc.contributor.authorAgathopoulou, Eleni-
dc.contributor.authorJoycey, Edgar-
dc.date.accessioned2024-02-20T15:02:10Z-
dc.date.available2024-02-20T15:02:10Z-
dc.date.issued2018-10-20-
dc.identifierscopus-85052136512-
dc.identifier.issn17532167-
dc.identifier.issn09571736-
dc.identifier.other85052136512-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1036-
dc.description.abstractThe present paper aims to shed some light on those EFL teachers’ language learning strategy instructional practices which facilitate their learners’ identification and selection of L2 learning strategies (LLS). To investigate the LLS which teachers promoted in mainstream and Muslim minority schools in Greece, we used data elicited through a 47 item specifically-designed questionnaire. Results showed the categories of strategies that are more or less frequently promoted by the research population. Differences in LLS promotion were identified between mainstream and minority school teachers; age and teaching experience influenced the promotion of certain strategy categories (i.e. metacognitive and compensation, respectively) but no differences were found between primary and secondary school teachers or between postgraduate qualification holders and non-holders.en_US
dc.language.isoenen_US
dc.relation.ispartofLanguage Learning Journalen_US
dc.subjectEFLen_US
dc.subjectGreek state schoolsen_US
dc.subjectLanguage learning strategy instructionen_US
dc.subjectLanguage teaching strategiesen_US
dc.titlePromotion of language learning strategies in the classroom: EFL teachers’ perceptionsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/09571736.2018.1503114en_US
dc.identifier.scopus2-s2.0-85052136512-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume46en_US
dc.relation.issue5en_US
dc.identifier.spage557en_US
dc.identifier.epage568en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-5462-8977-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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