First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge

By R. Schoonen, A. Gelderen, Kees de Glopper, J. Hulstijn, Annegien Simis, Patrick Snellings, M. Stevenson. 2003

295 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2000105e20f5da4f13404eaa30a09d1d7a2e9161

Citations in the corpus

• The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, unknown): “It should be mentioned that for some researchers (e.g. Hinkel 2004; Lee 2005), the processes of L1 writing are different from those of L2, whereas others content that there are more similarities than differences in these two processes (e.g. Matsumoto 1995; Schoonen et al. 2003).”
• Structural Equation Modeling in Language Testing and Learning Research: A Review (2011, unknown): “…by tests or learner characteristics collected via questionnaires (e.g., Gorsuch, 2000; Lee, 2005; Purpura, 1997; Sasaki, 1996; Schoonen et al., 2003), (b) the effect of different constructs and test methods on test performance (e.g., Bachman & Palmer, 1981; Llosa, 2007;…”
• Language Proficiency in Native and Nonnative Speakers: An Agenda for Research and Suggestions for Second-Language Assessment (2011, unknown): “…in the Netherlands, examined the componential structure of reading and writing skills in L1 Dutch and L2 English in 281 high school students (Schoonen et al., 2003; Van Gelderen et al., 2004), and the structure of speaking skills in 181 adult L2 learners of Dutch (De Jong, Steinel, Florijn,…”