An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement
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DOI: 10.1057/s41599-024-02783-2
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- Khalid Al-Seghayer, 2021. "Characteristics of Saudi EFL Learners’ Learning Styles," English Language Teaching, Canadian Center of Science and Education, vol. 14(7), pages 1-82, July.
- Ahmed Abdulateef Sabti & Sabariah Md Rashid & Vahid Nimehchisalem & Ramiza Darmi, 2019. "The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners," SAGE Open, , vol. 9(4), pages 21582440198, December.
- Fakieh Alrabai, 2017. "Exploring the Unknown: The Autonomy of Saudi EFL Learners," English Language Teaching, Canadian Center of Science and Education, vol. 10(5), pages 222-222, May.
- Mohammed Ilyas, 2018. "Investigating Readiness for Acceptance of Change for the Adoption of Blackboard LMS at Prince Sattam Bin Abdulaziz University, Saudi Arabia," International Journal of Education and Practice, Conscientia Beam, vol. 6(4), pages 216-226.
- Fahd Kamis Alzahrani & Waleed Salim Alhalafawy, 2023. "Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives," Sustainability, MDPI, vol. 15(5), pages 1-19, March.
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