NCBI PubMed Central
open access
Bridging the human-AI gap: the role of perceived teacher support in shaping EFL learners' willingness to engage in collaborative writing.
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Teachers’ perceptions of AI in supporting students’ learning within a globally diverse digital settings#428777
- Designing Proactive Thought Partners for Writing#821612
- Teacher feedback VS AI-assisted peer feedback in L2 writing: A quasi-experimental study in a Chinese University.#323202
- NotebookLM as a Source-Grounded AI Research Assistant: A Narrative Review of Cognitive Load Implications and Research Originality Concerns#691792
- How AI-enhanced learning activities contribute to digital literacy in pre-service pre-school teachers.#440933
Record · ID 338340
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive