Lawrence Jun Zhang
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Professor of Linguistics-in-Education in New Zealand
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Communications
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(Suggest an Edit or Addition)Lawrence Jun Zhang's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) (241)
- Awareness in Reading: EFL Students ' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment (2001) (235)
- Effects of Task Complexity on the Fluency and Lexical Complexity in EFL Students' Argumentative Writing. (2010) (232)
- Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL) classroom (2008) (206)
- Language Teaching Research and Language Pedagogy (2012) (195)
- A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading (2010) (173)
- Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009) (166)
- Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19 (2020) (156)
- Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs* (2019) (133)
- A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies. (2016) (130)
- EFL learners' anxiety level and their beliefs about corrective feedback in oral communication classes (2014) (122)
- The Role of Vocabulary in Reading Comprehension The Case of Secondary School Students Learning English in Singapore (2008) (120)
- Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language (2018) (112)
- Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer (2012) (106)
- The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018) (99)
- The impact of metacognitive scaffolding and monitoring on reading comprehension (2014) (97)
- Exploring Variability in Language Anxiety: Two Groups of Prc Students Learning Esl in Singapore: (2001) (92)
- A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English. (2008) (90)
- Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues (2003) (86)
- Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality (2013) (85)
- Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? (2020) (84)
- Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication (2015) (76)
- The use of metadiscourse for knowledge construction in Chinese and English research articles (2015) (68)
- Second language writing as and for second language learning (2013) (66)
- Investigating Language Learner Strategies among Lower Primary School Pupils in Singapore (2005) (61)
- Joining forces for synergy: Agency and metacognition as interrelated theoretical perspectives on learner autonomy (2011) (59)
- Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education (2016) (55)
- Does a Process-Genre Approach Help Improve Students’ Argumentative Writing in English as a Foreign Language? Findings From an Intervention Study (2020) (49)
- Language learning strategy research in System: Looking back and looking forward (2019) (47)
- Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ) (2016) (45)
- Exploring student teachers' motivation change in initial teacher education: A Chinese perspective (2017) (44)
- Knowledge, beliefs and syllabus implementation: A study of English language teachers in Singapore (2005) (41)
- Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing (2019) (39)
- Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production (2017) (38)
- Taking Stock of the Effects of Strategies-Based Instruction on Writing in Chinese and English in Singapore Primary Classrooms (2016) (34)
- Collaborating with 'familiar' strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing (2020) (34)
- Chinese students’ perceptions of English learning affordances and their agency in an English-medium instruction classroom context (2019) (33)
- Relationships between Chinese College Test Takers’ Strategy Use and EFL Reading Test Performance: A Structural Equation Modeling Approach (2013) (33)
- Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language (2018) (33)
- Reactivity of concurrent verbal reporting in second language writing (2014) (32)
- A Comparative Study of Two Scales for Foreign Language Classroom Enjoyment (2019) (32)
- Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English (2020) (30)
- An intercultural analysis of the use of hedging by Chinese and Anglophone academic English writers (2017) (29)
- Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study (2021) (29)
- Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman (2018) (29)
- Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Futures Directions (2021) (29)
- Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils (2007) (27)
- China English in trouble: Evidence from dyadic teacher talk (2015) (27)
- Awareness-raising in the TEFL phonology classroom: student voices and sociocultural and psychological considerations (2005) (25)
- Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning (2017) (25)
- Metamorphological Awareness and EFL Students' Memory, Retention, and Retrieval of English Adjectival Lexicons (2002) (24)
- Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision (2021) (24)
- Teacher Engagement in Language Teaching: Investigating Self-Efficacy for Teaching Based on the Project “Sino-Greece Online Chinese Language Classrooms” (2021) (24)
- Negotiating language, literacy and identity: A sociocultural perspective on children’s learning strategies in a multilingual ESL classroom in Singapore (2010) (23)
- Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices (2021) (23)
- A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction (2021) (22)
- Identity matters : An ethnography of two Nonnative English-Speaking Teachers (NNESTs) struggling for legitimate professional participation 1 (2014) (22)
- The Study of Second Language Acquisition, second ed., Rod Ellis. Oxford University Press, Oxford, UK (2008). xxvii+1142 pp. (2010) (21)
- Effects of different language environments on Chinese graduate students' perceptions of English writing and their writing performance (2017) (21)
- Contracting Students for the Reduction of Foreign Language Classroom Anxiety: An Approach Nurturing Positive Mindsets and Behaviors (2020) (21)
- Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights (2020) (21)
- Reforming a Teacher Education Program for PRC EFL Teachers in Singapore: Sociocultural Considerations and Curriculum Evolution (2004) (20)
- Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context (2022) (20)
- Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation (2021) (19)
- Language Learning Strategies, Motivation and EFL Proficiency: A Study of Chinese Tertiary-level Non-English Majors (2006) (18)
- The ecology of communicative language teaching: Reflecting on the Singapore experience (2006) (18)
- Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency (2020) (18)
- A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production (2020) (18)
- Sustaining University English as a Foreign Language Learners’ Writing Performance through Provision of Comprehensive Written Corrective Feedback (2021) (17)
- Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ) (2021) (17)
- University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective (2021) (17)
- Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance (2022) (17)
- Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform (2021) (17)
- Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis (2021) (16)
- Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learning attitude (2021) (15)
- The role of incidental unfocused prompts and recasts in improving English as a foreign language learners' accuracy (2016) (15)
- Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021) (15)
- Understanding novice teachers’ perceived challenges and needs as a prerequisite for English curriculum innovation (2018) (15)
- Discourse Analysis and the Study of Classroom Language and Literacy Events: A Microethnographic (2006) (14)
- Language Teachers and Teaching : Global Perspectives, Local Initiatives (2013) (14)
- Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model (2021) (14)
- Teacher Metacognitions About Identities: Case Studies of Four Expert Language Teachers in China (2019) (14)
- Effects of an input–output mapping practice task on EFL learners' acquisition of two grammatical structures (2013) (14)
- Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language (2016) (14)
- ESL students' classroom anxiety (2001) (14)
- Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement (2021) (13)
- L2 doctoral students’ experiences in thesis writing in an English-medium university in New Zealand (2019) (13)
- Metalinguistic Filters Within the Bilingual Language Faculty: A Study of Young English-Chinese Bilinguals (2010) (13)
- Teacher narratives as theorisation of teaching: A Chinese teacher's perspectives on communicative language teaching (CLT) (2016) (12)
- Supporting Learner Success: Revisiting Strategic Competence Through Developing an Inventory for Computer-Assisted Speaking Assessment (2021) (12)
- Developing translator competence: understanding trainers’ beliefs and training practices (2019) (12)
- Effects of an Engaging Process-Genre Approach on Student Engagement and Writing Achievements (2021) (12)
- EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE (2021) (12)
- Understanding Chinese Multilingual Scholars' Experiences of Publishing Research in English (2018) (12)
- Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance (2022) (12)
- A CDST Perspective on Variability in Foreign Language Learners’ Listening Development (2021) (11)
- Development of children's metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models. (2021) (11)
- Teaching critical reading to in-service EFL teachers in Singapore (2007) (11)
- Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment (2021) (11)
- Sustainable Development of Students’ Learning Capabilities: The Case of University Students’ Attitudes towards Teachers, Peers, and Themselves as Oral Feedback Sources in Learning English (2021) (11)
- Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ) (2014) (11)
- Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction (2021) (10)
- Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers? (2012) (10)
- Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks (2021) (10)
- Using Assessment for Learning: Multi-Case Studies of Three Chinese University English as a Foreign Language (EFL) Teachers Engaging Students in Learning and Assessment (2021) (10)
- Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks (2021) (10)
- Metacognition in L2 reading literacy acquisition: The case of ten Chinese tertiary students learning to read EFL (1996) (10)
- Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development (2021) (9)
- ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices (2017) (9)
- Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study (2021) (9)
- Socio-psychological factors and strategy use in Singaporean schoolchildren’s English literacy learning (2011) (9)
- EL1 and EL2 doctoral students’ experience in writing the discussion section: A needs analysis (2019) (9)
- A dynamic metacognitive systems perspective on language learner autonomy (2016) (9)
- Metacognition, cognition and L2 reading : a study of Chinese university EFL readers' metacognitive knowledge and strategy deployment (1999) (9)
- 8 Crossing Literacy Borders through Writing: Transformational Apprenticeship and Repositioning of EAL Learners (2022) (8)
- Exploring Variability in Language Anxiety: Two Groups of Prc Students Learning Esl in Singapore (2001) (8)
- Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study (2021) (8)
- Developing a Listening Comprehension Problem Scale for University Students' Metacognitive Awareness (2011) (8)
- Learning in school–university partnership: sociocultural perspectives (2013) (7)
- Translanguaging in Language Teaching and Learning: Current Practices and Future Directions (2022) (7)
- Understanding Novice and Experienced Teachers’ Cognitions and Practices for Sustainable Teacher Development: The Case of Form-Focused Instruction in English Language Teaching (2022) (7)
- Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study (2021) (7)
- Awareness in Reading: EFL Students' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment (2001) (7)
- Learners’ satisfaction with native and non-native English-speaking teachers’ teaching competence and their learning motivation: a path-analytic approach (2021) (6)
- Making a case for skills / strategies-based instruction for L 2 listening development (2008) (6)
- Teaching Writing in English as a Foreign Language (2022) (5)
- The effects of code-switched reading tasks on late-bilingual EFL learners' vocabulary recall, retention and retrieval (2018) (5)
- Research on metacognition and reading in a second language (2000) (5)
- Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance (2022) (5)
- Developing and Validating the English Teachers’ Cognitions About Grammar Teaching Questionnaire (TCAGTQ) to Uncover Teacher Thinking (2022) (5)
- Understanding the Sustainable Growth of EFL Students’ Writing Skills: Differences between Novice and Expert Writers in Their Use of Lexical Bundles in Academic Writing (2021) (5)
- Approaches to learning and reading strategy use of bilingual primary school pupils (2005) (5)
- Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions (2022) (5)
- Becoming a translation teacher (2021) (4)
- English language learning strategies in Singapore primary school (2009) (4)
- A canon of wider choice (2000) (4)
- A dynamic metacognitive systems perspective on developing academic writing skills: Writing across the genre and the curriculum (2014) (4)
- International students’ language socialization in an English-medium university (2021) (4)
- The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging (2022) (4)
- Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing (2021) (4)
- The effect of feedback on metacognitive strategy use in EFL writing (2022) (4)
- Translingual Practices and English as an Additional Language: A Conversation with Professor Suresh Canagarajah (2022) (4)
- The Role of Vocabulary in Reading Comprehension (2008) (4)
- Nurturing ESL reader autonomy (2001) (4)
- Teaching reading and viewing to L2 learners (2016) (4)
- Authoring Selves in Language Teaching: A Dialogic Approach to Language Teacher Psychology (2022) (3)
- Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English (2020) (3)
- A corpus-based study on cultural representations in College English textbooks (2015) (3)
- Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs (2022) (3)
- Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions (2022) (3)
- Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles (2016) (3)
- Enhancing Singaporean students’ efficacy, engagement, and self–regulation for more effective bilingual/biliteracy learning (2012) (3)
- 7. Codeswitching in Universities in Singapore and the Philippines (2013) (3)
- My inner voice is telling me: Students' inner voice as metacognition about language learning (2001) (3)
- Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance (2022) (3)
- Resolving the Terminological Mishmash in Teaching Link Words in EFL Writing (2018) (3)
- Book Review: Assessing Young Learners of English: Global and Local Perspectives (2018) (3)
- A Corpus Linguistics Approach to the Representation of Western Religious Beliefs in Ten Series of Chinese University English Language Teaching Textbooks (2022) (2)
- The Handbook of Language Teaching – Edited by Michael H. Long and Catherine J. Doughty (2011) (2)
- Effects of the interface categories on the acquisition patterns of English reflexives among learners of English as a foreign language (2020) (2)
- Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case (2022) (2)
- The Sociocultural Activity of High Stakes Standardised Language Testing: TOEIC Washback in a South Korean Context (2019) (2)
- Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach (2022) (2)
- A Review of: “Dialogue with Bakhtin on Second and Foreign Language Learning: New Perspectives” (2007) (2)
- Speech competence and speech performance (2022) (2)
- Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach (2022) (2)
- Andrew D. Cohen and Ernesto Macaro: Language Learner Strategies: Thirty Years of Research and Practice. (2009) (2)
- Methods, findings, and instructional issues in strategy research in SLA: Two decades of studies on Chinese EFL learners (2002) (2)
- The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language (2020) (2)
- Influence of Mentorship and the Working Environment on English as a Foreign Language Teachers’ Research Productivity: The Mediation Role of Research Motivation and Self-Efficacy (2022) (2)
- Development of metacognitive knowledge and morphological awareness: a longitudinal study of ethnic minority multilingual young learners in China (2022) (2)
- Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area (2022) (2)
- 探讨国际化背景下CSL/CFL的课堂教学 策略再分类及其设计与实施 On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization (2016) (1)
- Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/foreign language (2017) (1)
- L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis (2022) (1)
- Interpreting Continuity and Change in Secondary School English Language Teacher Education in Singapore (2004) (1)
- Effects of task type on planning and writing production in online EFL writing (2017) (1)
- Shoot the white elephant with a cannon? The role of form-focussed instruction in second language acquisition (2000) (1)
- Examining the Relationships between Feedback Practices and Learning Motivation (2023) (1)
- Effects of recasts and form-focused instruction on the acquisition of novel vocabulary (2018) (1)
- Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate (2014) (1)
- Deepening the Understanding of Translanguaging as a Practical Theory of Language: A Conversation with Professor Li Wei (2022) (1)
- Editorial: Language teacher psychology: New perspectives in multilingual contexts (2022) (1)
- Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation (2022) (1)
- Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach (2022) (1)
- Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy (2022) (1)
- Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing (2022) (1)
- Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices (2022) (1)
- During a Group Problem-Solving Task (2015) (0)
- ESP Teachers' Challenges and Needs Questionnaire (2020) (0)
- Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies (2023) (0)
- Understanding knowledge construction in a Chinese university EMI classroom: A translanguaging perspective (2023) (0)
- Book Review (2007) (0)
- Self-regulation and student engagement with feedback: The case of Chinese EFL student writers (2023) (0)
- Portfolio Assessment for the Teaching and Learning of Writing, Ricky Lam, Springer, Singapore (2018), XVI + 121 pp, ISBN: 978-981-13-1174-1 (2019) (0)
- The ideological underpinnings in university English textbooks in China: A critical discourse analysis and corpus linguistics approach (2023) (0)
- Student Engagement in the Language Classroom, PhilHiver, Ali H.Al‐Hoorie, SarahMercer (Eds). Bristol, England: Multilingual Matters, 2021. Pp. xvii+300. (2023) (0)
- Book Review (2006) (0)
- Book reviews (2010) (0)
- Corrigendum to: Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions (2021) (0)
- College English Education Performance Evaluation Based on Systems Theory (2014) (0)
- Book review (2018) (0)
- What two decades of research into L2 listening in System tells us: Looking back for looking forward (2022) (0)
- Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry (2023) (0)
- Development and Validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a Second/Foreign Language (2016) (0)
- Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer (2012) (0)
- 9 A Social-psychological Perspective on Singaporean Schoolchildren’s Strategy Use in English Literacy Learning (2007) (0)
- Eliciting learning strategies from lower primary school students in Singapore (2003) (0)
- Book review (2019) (0)
- The Development of Accuracy and Fluency in Second Language (L2) Speaking Related to Self-Efficacy Through Online Scaffolding: A Latent Growth Curve Modeling Analysis (2023) (0)
- Chapter 23 Learning Reading (2018) (0)
- Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model (2021) (0)
- Constructivist pedagogy for learner development: The effects of teaching strategic reading (2003) (0)
- Chapter 8. Peter Skehan’s influence in research on task difficulty (2019) (0)
- Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area (2022) (0)
- Ken Hyland, Fiona Hyland. (Eds.), Feedback in second language writing: Context and issues, Second Edition. Cambridge University Press, New York (2019). 314 pages. Paperback: $34.99. (2020) (0)
- Do Bilingual Students Use Similar Writing Strategies for Text Production (2011) (0)
- Erratum to “Reactivity of concurrent verbal reporting in second language writing” [J. Second Lang. Writ. 24 (2014) 51–70] (2015) (0)
- Collaborative learning in the initial teacher-education classroom: Investigating the learning trajectory in teacher learning (2004) (0)
- Fostering Strategic Learning: The Development and Validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ) (2015) (0)
- Book reviewDiscursive Practice in Language Learning and Teaching, Richard F. Young. Wiley-Blackwell, Oxford, UK (2009). xii + 267pp (2009) (0)
- Corrigendum: Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study (2021) (0)
- Book Review: Analysing Learner Language (2006) (0)
- Book Review: Fluency in L2 Learning and Use (Second Language Acquisition Series, Vol. 138) (2021) (0)
- Using Judgments in Second Language Acquisition Research, Patti Spinner, M. Gass Susan (Ed.), Routledge, New York, NY (2019), p. xiv+164pp (2020) (0)
- Realigning the curriculum to meet the nonnative in-service trainee-teachers’ needs in TESOL education: A Singapore case (2002) (0)
- Book review (2020) (0)
- Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language (2023) (0)
- Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language (2018) (0)
- Acquiring literacy skills in ESL: Singaporean children’s use of reading strategies in learning to read in English (2005) (0)
- The reactivity of think-alouds in writing research: quantitative and qualitative evidence from writing in English as a foreign language (2019) (0)
- FUNDAMENTAL CONSIDERATIONS IN EDUCATING ACADEMIC ENGLISHLANGUAGE LEARNERS (AELLS):CHALLENGES AND PROMISES (2014) (0)
- A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing (2023) (0)
- Book Review: Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars (2021) (0)
- Developing research writing: A handbook for supervisors and advisors, Susan Carter, Deborah Laurs (Eds.), Routledge, New York, NY (2018), 258pp+iv (2020) (0)
- The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding (2023) (0)
- EFL learners’ perceived use of reading strategies and learning outcomes in an input-poor environment (2002) (0)
- Development and Validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ) (2013) (0)
- Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing (2022) (0)
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