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Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Crossref DOI link: https://doi.org/10.1186/s40468-022-00195-0

Published Online: 2022-10-01

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Ritonga, Mahyudin

Farhangi, Fariba

Ajanil, Bemnet https://orcid.org/0000-0003-2917-5659
Farid Khafaga, Ayman https://orcid.org/0000-0002-9819-2973
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Text and Data Mining valid from 2022-10-01

Version of Record valid from 2022-10-01
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Article History

Received: 7 August 2022

Accepted: 15 September 2022

First Online: 1 October 2022

Declarations

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: The authors declare that they have no competing interests.

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