The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.

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Bibliographic Details
Title:	The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design.
Authors:	Rosário P; Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal., Núñez JC; Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain., Vallejo G; Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain., Cunha J; Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal., Nunes T; Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal., Suárez N; Departamento de Psicologia, Universidad de Oviedo Oviedo, Spain., Fuentes S; Vicerrectoría Académica, Universidad Central de Chile Santiago de Chile, Chile ; Facultad de Educación, Universidad Autónoma de Chile Santiago de Chile, Chile., Moreira T; Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade do Minho Braga, Portugal.
Source:	Frontiers in psychology [Front Psychol] 2015 Oct 13; Vol. 6, pp. 1528. Date of Electronic Publication: 2015 Oct 13 (Print Publication: 2015).
Publication Type:	Journal Article
Journal Info:	Publisher: Frontiers Research Foundation Country of Publication: Switzerland NLM ID: 101550902 Publication Model: eCollection Cited Medium: Print ISSN: 1664-1078 (Print) Linking ISSN: 16641078 NLM ISO Abbreviation: Front Psychol Subsets: PubMed not MEDLINE
Database:	MEDLINE Ultimate

Description
ISSN:	1664-1078
DOI:	10.3389/fpsyg.2015.01528