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Code-switching in tertiary-level EFL classrooms: perceptions of teachers

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dc.contributor.authorİSTİFÇİ, İLKNUR
dc.contributor.orcid0000-0002-3295-5747
dc.date.accessioned2025-11-13T10:22:12Z
dc.date.issued2019-12-31
dc.identifier.doihttps://doi.org/10.17263/jlls.668428
dc.identifier.endpage2019
dc.identifier.issn1305-578X
dc.identifier.issue4
dc.identifier.openalexW2996930853
dc.identifier.startpage1287
dc.identifier.urihttps://hdl.handle.net/11421/3940
dc.identifier.urihttps://doi.org/10.17263/jlls.668428
dc.identifier.volume15
dc.language.isotr
dc.relation.ispartofJournal of Language and Linguistic Studies
dc.rightsopenAccess
dc.subjectCode-switching
dc.subjectPerception
dc.subjectPsychology
dc.subjectCode (set theory)
dc.subjectMathematics education
dc.subjectComputer science
dc.subjectLinguistics
dc.subjectProgramming language
dc.subject.sdg4
dc.titleCode-switching in tertiary-level EFL classrooms: perceptions of teachers
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5071244814

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