Wandong Xu
Biographic Data
| ID | 4608640 |
|---|---|
| NAME | Wandong Xu |
| GIVEN NAMES | Wandong |
| FAMILY NAME | Xu |
| SIGNATURE | XU W |
| AFFILIATIONS | Anhui Agricultural University |
| ORCID | 0000-0003-0256-8954 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective
The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has recei…
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks
Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong…
A cross‐linguistic approach to investigating metacognitive regulation in writing among Chinese EFL learners: Insights for its trait/state distinction
Metacognitive regulation refers to learners’ ability to use a repertoire of metacognitive strategies to guide, observe, and manage thoughts, actions, and emotions in learning activities. It has been widely acknowledged as a significant predictor of language learning success, including writing. However, this line of research has been conducted in a single language context, and the interactions across L1 and L2 contexts have received insufficient s…
Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective
Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
A cross‐linguistic approach to investigating metacognitive regulation in writing among Chinese EFL learners: Insights for its trait/state distinction
Metacognitive regulation refers to learners’ ability to use a repertoire of metacognitive strategies to guide, observe, and manage thoughts, actions, and emotions in learning activities. It has been widely acknowledged as a significant predictor of language learning success, including writing. However, this line of research has been conducted in a single language context, and the interactions across L1 and L2 contexts have received insufficient s…
Effects of self-efficacy on integrated writing performance: A cross-linguistic perspective
A cross‐linguistic approach to investigating metacognitive regulation in writing among Chinese EFL learners: Insights for its trait/state distinction
Metacognitive regulation refers to learners’ ability to use a repertoire of metacognitive strategies to guide, observe, and manage thoughts, actions, and emotions in learning activities. It has been widely acknowledged as a significant predictor of language learning success, including writing. However, this line of research has been conducted in a single language context, and the interactions across L1 and L2 contexts have received insufficient s…
Examining the relationships among growth mindset, future selves, metacognitive strategy use and L2 writing performance: A self-regulatory loop
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks
Integrated group discussion (IGD) tasks represent a new type of integrated speaking task that requires students to communicate with their peers after comprehending and using provided source materials. With its potential to enhance effective communication and information literacy, IGD stands at the core of language education. Although the IGD task type has become increasingly popular, its construct is still unexplored. In this study, 124 Hong Kong…
Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: A cross-linguistic perspective
The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has recei…
Computer Science (5 works) · Psychology (5 works) · Artificial Intelligence (3 works) · Discourse Analysis in Language Studies (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Writing and Handwriting Education (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Metacognition (2 works)