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DO ADULT ENGLISH LANGUAGE LEARNERS AND THEIR TEACHERS HAVE SIMILAR APPROACHES TO SUCCESS?

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dc.contributor.authorTAŞKIRAN, AYŞE
dc.contributor.authorAydın, Belgin
dc.contributor.orcid0000-0003-1913-7296
dc.date.accessioned2025-11-13T22:32:15Z
dc.date.issued2018-03-29
dc.identifier.doi10.7160//eriesj.2018.110101
dc.identifier.endpage8
dc.identifier.issn1803-1617
dc.identifier.issue1
dc.identifier.openalexW2777564610
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/11421/14491
dc.identifier.urihttps://doi.org/10.7160//eriesj.2018.110101
dc.identifier.volume11
dc.language.isoen
dc.relation.ispartofJournal on Efficiency and Responsibility in Education and Science
dc.rightsopenAccess
dc.subjectAttribution
dc.subjectLocus of control
dc.subjectPsychology
dc.subjectCausality (physics)
dc.subjectEnglish as a foreign language
dc.subjectSocial psychology
dc.subjectCurse of dimensionality
dc.subjectNeed for achievement
dc.subjectForeign language
dc.subjectMathematics education
dc.subjectDevelopmental psychology
dc.subjectComputer science
dc.subject.sdg4
dc.titleDO ADULT ENGLISH LANGUAGE LEARNERS AND THEIR TEACHERS HAVE SIMILAR APPROACHES TO SUCCESS?
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5036101954
local.authorid.openalexA5108760141

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