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Self-regulated learning strategies of tertiary level EFL learners

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dc.contributor.authorİSTİFÇİ, İLKNUR
dc.contributor.orcid0000-0002-3295-5747
dc.date.accessioned2025-11-18T22:52:18Z
dc.date.issued2024-06-17
dc.identifier.doihttps://doi.org/10.30783/nevsosbilen.1463866
dc.identifier.endpage769
dc.identifier.issn2149-3871
dc.identifier.issue2
dc.identifier.openalexW4399744914
dc.identifier.startpage756
dc.identifier.urihttps://hdl.handle.net/11421/16727
dc.identifier.urihttps://doi.org/10.30783/nevsosbilen.1463866
dc.identifier.volume14
dc.language.isoen
dc.relation.ispartofNevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi
dc.rightsopenAccess
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectCognition
dc.subjectTest (biology)
dc.subjectTertiary level
dc.subjectSignificant difference
dc.subjectLanguage proficiency
dc.subjectMathematics
dc.subject.sdg4
dc.titleSelf-regulated learning strategies of tertiary level EFL learners
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5071244814

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