Lawrence Jun Zhang

Lawrence Jun Zhang's AcademicInfluence.com Rankings

Lawrence Jun Zhang

Communications

#5955

World Rank

#8227

Historical Rank

Linguistics

#1054

World Rank

#1339

Historical Rank

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Communications

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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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