Cargando…

Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance

The current study examines the effect of teacher feedback on fostering self-regulated English-as-a-foreign-language (EFL) writers. Adopting a quasi-experimental design, this study was conducted among seventy students from two parallel intact English writing classes at the tertiary level. While conve...

Descripción completa

Detalles Bibliográficos
Autores principales:	Yang, Li Francoise, Liu, Yanhong, Xu, Zhiqing
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/PMC9680841/ https://www.ncbi.nlm.nih.gov/pubmed/36425839 http://dx.doi.org/10.3389/fpsyg.2022.1027266

Ejemplares similares

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)

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)

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)

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)

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)

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)

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

On a path to becoming more self-regulated: Reflective journals’ impact on Chinese English as a foreign language students’ self-regulated writing strategy use
por: Zhang, Yining, et al.
Publicado: (2022)

The Effect of Teachers’ Self-Efficacy and Creativity on English as a Foreign Language Learners’ Academic Achievement
por: Ma, Yuanyuan
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)

Writing for advanced learners of English /
por: Grellet, Françoise
Publicado: (1996)

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)

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)

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)

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)

The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research
por: Wang, Zehua, et al.
Publicado: (2022)

The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
por: Li, Yan
Publicado: (2023)

Self-regulated learning strategies of Macau English as a foreign language learners: Validity of responses and academic achievements
por: Deng, Xiaojia, et al.
Publicado: (2022)

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners
por: Izadpanah, Siros, et al.
Publicado: (2022)

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)

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

A review of the ESL/EFL learners’ gains from online peer feedback on English writing
por: Cao, Siyi, et al.
Publicado: (2022)

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

The Interplay of English as a Foreign Language Learners’ Interest, Self-Efficacy, and Involvement
por: Liu, Zhengyuan
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)

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

Efficacy for writing self-regulation, attitude toward writing, and quality of second grade students’ writing
por: Skar, Gustaf B., et al.
Publicado: (2023)

English as a foreign language learners’ strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors
por: Habók, Anita, et al.
Publicado: (2022)

A study of the impacts of motivational regulation and self-regulated second-language writing strategies on college students’ proximal and distal writing enjoyment and anxiety
por: Zhang, Yining, et al.
Publicado: (2022)

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

Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background
por: Busse, Vera, et al.
Publicado: (2023)

Developmental Features of Lexical Richness in English Writings by Chinese Beginner Learners
por: Zhang, Huiping, et al.
Publicado: (2021)

Teachers’ and Learners’ Beliefs About Pronunciation Instruction in Tertiary English as a Foreign Language Education
por: Nguyen, Loc Tan, et al.
Publicado: (2021)

Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout
por: Song, Meiling
Publicado: (2022)

English as a Foreign Language Learners’ Academic Achievement: Does Creativity and Self-Efficacy Matter?
por: Wang, Shanshan, et al.
Publicado: (2022)

Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator
por: Zhou, Jie, et al.
Publicado: (2022)

Toward the Role of Teacher Caring and Teacher-Student Rapport in Predicting English as a Foreign Language Learners’ Willingness to Communicate in Second Language
por: Song, Lili, et al.
Publicado: (2022)

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

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers
por: Deng, Juan, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_d91iihnpdr3i9s61ki30o6ms71