Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
Bibliographic Data
| ID | 11989976 |
|---|---|
| Authors | Bin Shen (0000-0001-6233-7328, Fuzhou University), Barry Bai (0000-0002-2124-5061, Chinese University of Hong Kong, corresponding author) |
| Year | 2024 |
| Volume | 122 |
| Pages | 103249-103249 |
| Publication date | 2024-02-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2024.103249 |
| OpenAlex | W4391956263 |
| Language | EN |
| Citations received | 18 |
| References cited | 52 |
Academic writing · Control (management · Differential effects · English as a foreign language · Intervention (counseling · Mathematics education · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Medicine · Psychology
Understanding Chinese English-as-a-Foreign-Language Learners’ Self-Regulated Learning
Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction
Comparative analysis of high and low performers’ use of generative AI in EFL academic writing
Subjective task values and perceived cost as moderators of the effectiveness of strategy-based L2 writing instruction
Factors affecting teacher-student interactions in a foreign language teaching class
Advancing L3 writing pedagogy in higher education through metacognitive strategy instruction
Exploring learners’ self-regulated learning behaviors in generative AI-assisted academic writing
Incorporating online writing resources into self‐regulated learning strategy‐based instruction
Investigating the Relations Between Academic Buoyancy, Social and Emotional Learning, and English Achievement in a Chinese University Context
Explorations into EFL learners’ self-regulated writing strategy use in writing for scholarly publications
Technology-enhanced self-regulation training
Lighting the path
Understanding the effects of teacher credibility on students' cognitive engagement in online learning
A Systematic Scoping Review of Self‐Regulated Learning With AI in Language Education
Exploring the Relationship Between Self‐Regulated Learning Strategies and Technology Acceptance in GenAI‐Assisted Writing
The effects of two self-regulated learning interventions on Chinese EFL students’ self-regulated writing-strategy use, motivational beliefs, and writing performance
Relationships between teacher feedback and English writing proficiency in Chinese students
Chinese university students’ self-regulated strategic learning in English medium instruction from a sociocultural perspective
Second Language Writing
Handbook of Self-Regulation of Learning and Performance
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
Improving Measurements of Self-Regulated Learning
Self‐regulation empowerment program
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
The role of individual differences in L2 writing
Effects of motivational regulation strategies on writing performance
A Cognitive Process Theory of Writing
From Cognitive Modeling to Self-Regulation
Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling
Becoming a Self-Regulated Writer
Has Language Learning Strategy Research Come to an End? A response to Tseng et al. (2006)
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
A New Approach to Assessing Strategic Learning
Empowering learners in the second/foreign language classroom
Chinese university students’ self-regulated writing strategy use and EFL writing performance
Quadrilingual education in Singapore
The effects of strategy-based writing instruction in Singapore primary schools
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language
The effects of strategy instruction on writing strategy use for students of different proficiency levels
Language learning strategy research in System
Revisiting LLS Research 40 Years Later
Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Impact of Self-Regulatory Influences on Writing Course Attainment
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
The Effectiveness of Second Language Strategy Instruction
A Study of Communication Strategies in Interlanguage Production by Chinese EFL Learners
| Unique citing works | 18 |
|---|---|
| Citations per year | 9 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |