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| Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction |
| Hyun-Jin Kim, Ji-Young Seo |
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J Eng Tech Movie Media. 2021;22(3):1-14. Published online August 31, 2021 DOI: https://doi.org/10.16875/stem.2021.22.3.1 |
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Structural Analysis of the Effects of General English Class Instructional Pedagogy Through Movies on College Students’ Cognitive and Affective Satisfaction STEM Journal. 2021;22(3):1-14  College Students’ Preferences on Principles for the Effective Instructional Video Design for Online General English Classes in Korea Electronic Journal of e-Learning. 2022;20(3):pp313-324 Analysis of the effects of capstone design class utilizing the design thinking technique of class satisfaction of college students Journal of Korean Acedemy of Dental Technology. 2020;42(4):394-401 Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs Pedagogy : Journal of English Language Teaching. 2020;8(2):102 Tertiary Students in the UAE: Learning for Outcomes and the Social Affective Component English Language and General Studies Education in the United Arab Emirates. 2022;145-159 Promoting Instructional Excellence Through Class Scheduling Community College Review. 1984;12(2):41-42 The Students’ Response Analysis of English for Specific Purposes Speaking Class through Role Play (Job Interview) of Economics Students in Semarang University ETERNAL (English Teaching Journal). 2018;6(2): The Influence Factors Analysis of Instructional Interaction on College Students’ Satisfaction in Online Education based on the ACSI Model 2020 International Conference on Information Science and Education (ICISE-IE). 2020; Enhancing the Students’ Learning Motivation by Using Instructional Media for Thailand’s Municipal School Pedagogy : Journal of English Language Teaching. 2021;9(1):76 Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter? Frontiers in Psychology. 2021;12: |
