Cargando…

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic know...

Descripción completa

Detalles Bibliográficos
Autores principales:	Jiang, Dayu, Kalyuga, Slava
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2022
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9280626/ https://www.ncbi.nlm.nih.gov/pubmed/35846619 http://dx.doi.org/10.3389/fpsyg.2022.932291

Ejemplares similares

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners
por: Dai, Jianchun, et al.
Publicado: (2023)

Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing
por: Alqasham, Fahd Hamad
Publicado: (2022)

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes
por: Sengul, Fatma, et al.
Publicado: (2022)

The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels
por: Tsiriotakis, Ioanna K., et al.
Publicado: (2017)

A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers
por: Qin, Chenghai, et al.
Publicado: (2022)

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies
por: Esmaeil Nejad, Maryam, et al.
Publicado: (2022)

Empowering Chinese college students in English as a foreign language writing classes: Translanguaging with translation methods
por: Zhang, Limei
Publicado: (2023)

Dual Coding or Cognitive Load? Exploring the Effect of Multimodal Input on English as a Foreign Language Learners’ Vocabulary Learning
por: Li, Wenwen, et al.
Publicado: (2022)

Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance
por: Yang, Li Francoise, et al.
Publicado: (2022)

The role of English as a foreign language learners’ grit and foreign language anxiety in their willingness to communicate: Theoretical perspectives
por: Wang, Minqi, et al.
Publicado: (2022)

Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach
por: Sun, Qiyu, et al.
Publicado: (2022)

Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?
por: Wang, Xiaoyan
Publicado: (2021)

The effects of providing peer feedback on learners’ genre awareness in English as a foreign language business letter writing
por: Wu, Huizhen, et al.
Publicado: (2022)

Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety
por: Zhao, Xiangfeng, et al.
Publicado: (2023)

Flow experience in foreign language writing: Its effect on students’ writing process and writing performance
por: Liu, Ping, et al.
Publicado: (2022)

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision
por: Cheng, Xiaolong, et al.
Publicado: (2021)

Understanding foreign language writing anxiety and its correlates
por: Li, Rui
Publicado: (2022)

Editorial: Peer feedback in second/foreign language writing classrooms: educational psychology perspective
por: Liu, Xinghua, et al.
Publicado: (2023)

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course
por: Tian, Lili, et al.
Publicado: (2022)

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing
por: Tahmasbi, Soheila, et al.
Publicado: (2022)

Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing
por: Zhang, Xiaoyu Sophia, et al.
Publicado: (2022)

A Sociocultural Perspective on English-as-a-Foreign-Language (EFL) Teachers’ Cognitions About Form-Focused Instruction
por: Sun, Qiang, et al.
Publicado: (2021)

Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching
por: Chen, Feifei, et al.
Publicado: (2022)

Early Predictors of Learning a Foreign Language in Pre-school – Polish as a First Language, English as a Foreign Language
por: Łockiewicz, Marta, et al.
Publicado: (2018)

The Role of English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge on English as a Foreign Language Students’ Achievement
por: Duan, Guoxiang, et al.
Publicado: (2022)

Converging Development of English as Foreign Language Listening and Reading Comprehension Skills in German Upper Secondary Schools
por: Spoden, Christian, et al.
Publicado: (2020)

An outline of scientific writing: for researchers with English as a foreign language
por: Yang Jen Tsi, et al.
Publicado: (1995)

Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)
por: Sun, Qiyu, et al.
Publicado: (2021)

Enhancing English as a foreign language university students’ writing through explicit instruction of conjunctions as cohesive devices: An experimental study
por: Alawerdy, Arwa Saleh, et al.
Publicado: (2022)

Measuring Chinese English-as-a-foreign-language learners’ resilience: Development and validation of the foreign language learning resilience scale
por: Guo, Nianyu, et al.
Publicado: (2022)

Cognitive and Applied Linguistics Aspects of Using Social Media: The Impact of the Use of Facebook on Developing Writing Skills in Learning English as a Foreign Language
por: Klimova, Blanka, et al.
Publicado: (2019)

The transformative cognition of English as a Foreign Language student teachers’ personal practical knowledge
por: Xu, Quan, et al.
Publicado: (2023)

The Role of English as a Foreign Language Teachers’ Mindfulness and Compassion in Fostering Students’ Foreign Language Enjoyment
por: Huang, Jingjing
Publicado: (2022)

English as a Foreign Language Learners’ Well-Being and Their Academic Engagement: The Mediating Role of English as a Foreign Language Learners’ Self-Efficacy
por: Jia, Hui
Publicado: (2022)

Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing
por: Li, Hui Helen, et al.
Publicado: (2022)

Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context
por: Fathi, Jalil, et al.
Publicado: (2021)

Motivational Factors Affecting Iranian English as a Foreign Language (EFL) Learners’ Learning of English Across Differing Levels of Language Proficiency
por: Bagheri Nevisi, Reza, et al.
Publicado: (2022)

Reading in English as a Foreign Language by Spanish Children With Dyslexia
por: Suárez-Coalla, Paz, et al.
Publicado: (2020)

Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills
por: Yu, Yue, et al.
Publicado: (2022)

The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success
por: Huang, Qian
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_k46l35o590rkqjnaclqg3qk2ev