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Exploring the role of content and language integrated learning approach in developing transversal skills in university students with respect to the mediating role of emotional intelligence
16 references·0 citing·45 second hop
Exploring the role of content and language integrated learning approach in developing transversal skills in university students with respect to the mediating role of emotional intelligence (2022)Exploring the role of content and languag…Second Language Learning Theories (2019)Second Language Learning Theo…When to use and how to report the results of PLS-SEM (2018)When to use and how to report…Mirror, mirror on the wall: a comparative evaluation of composite-based structural equation modeling methods (2017)Mirror, mirror on the wall: a…Experiential Learning Theory: Previous Research and New Directions (2014)Experiential Learning Theory:…Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment (2014)Assessing Critical Thinking i…Qualitative inquiry & research design : choosing among five approaches (2013)Qualitative inquiry & researc…Critical Analysis of CLIL: Taking Stock and Looking Forward (2013)Critical Analysis of CLIL: Ta…MATERNAL EDUCATION, HOME ENVIRONMENTS, AND THE DEVELOPMENT OF CHILDREN AND ADOLESCENTS (2012)MATERNAL EDUCATION, HOME ENVI…Content-and-Language Integrated Learning: From Practice to Principles? (2011)Content-and-Language Integrat…Uncovering CLIL : content and language integrated learning in bilingual and multilingual education (2008)Uncovering CLIL : content and…Discourse in Content and Language Integrated Learning (CLIL) Classrooms (2007)Discourse in Content and Lang…Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies (2007)Content and Language Integrat…Toward a design theory of problem solving (2000)Toward a design theory of pro…Models of Emotional Intelligence (2000)Models of Emotional Intellige…Activity theory as a framework for designing constructivist learning environments (1999)Activity theory as a framewor…Emotional Intelligence: Why It Can Matter More Than IQ (1995)Emotional Intelligence: Why I…The Structure of Scientific Revolutions (1963)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. 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(2000)Emotional Labor and Burnout: Comparing Two Perspectives of “People Work” (2002)Measuring Second Language Vocabulary Acquisition (2009)ORAL FEEDBACK IN CLASSROOM SLA (2010)Introducing Second Language Acquisition (2012)Emotions and Leadership: The Role of Emotional Intelligence (2000)TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004)Human Abilities: Emotional Intelligence (2007)
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References

  • 2018When to use and how to report the results of PLS-SEM27,424 cited
  • 2013Qualitative inquiry & research design : choosing among five approaches12,068 cited
  • 1995Emotional Intelligence: Why It Can Matter More Than IQ7,214 cited
  • 2017Mirror, mirror on the wall: a comparative evaluation of composite-based structural equation modeling methods2,575 cited
  • 2014Experiential Learning Theory: Previous Research and New Directions2,155 cited
  • 2000Toward a design theory of problem solving2,114 cited
  • 2000Models of Emotional Intelligence2,043 cited
  • 1999Activity theory as a framework for designing constructivist learning environments1,187 cited
  • 2019Second Language Learning Theories991 cited
  • 2011Content-and-Language Integrated Learning: From Practice to Principles?900 cited
  • 2007Discourse in Content and Language Integrated Learning (CLIL) Classrooms833 cited
  • 2007Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies676 cited
  • 2008Uncovering CLIL : content and language integrated learning in bilingual and multilingual education626 cited
  • 2013Critical Analysis of CLIL: Taking Stock and Looking Forward619 cited
  • 2012MATERNAL EDUCATION, HOME ENVIRONMENTS, AND THE DEVELOPMENT OF CHILDREN AND ADOLESCENTS

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432 cited
  • 2014Assessing Critical Thinking in Higher Education: Current State and Directions for Next‐Generation Assessment340 cited
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