Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues

By Lawrence Jun Zhang. 2003

88 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/699767450983966b537a2a97ea8c2cc2d2c066fb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Aijiao Wu
2. W. Baker
3. K. Boonkit
4. Lawrence Jun Zhang
5. Lin Sophie Teng
6. (Mark) Feng Teng
7. Christine Goh
8. Hossein Tavakoli

In Language and Linguistics

1. Aijiao Wu
2. W. Baker
3. K. Boonkit
4. Lawrence Jun Zhang
5. Lin Sophie Teng
6. R. Erlam
7. Christine Goh
8. (Mark) Feng Teng

In Literature and Literary Theory

1. Aijiao Wu
2. W. Baker
3. K. Boonkit
4. Lawrence Jun Zhang
5. R. Erlam
6. Christine Goh
7. Hossein Tavakoli
8. Donglan Zhang

Citations in the corpus

• Learning Strategies in Reading and Writing: EAP Contexts (2004, background): “The connection between learning strategy use and the context in which it takes place has recently emerged as an important theme in learning strategy research (Hsiao and Oxford 2002; Zhang 2003).”
• Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, methodology): “What should be advocated is an incorporation of explicit strategy training into the usual reading instruction procedures (Chamot, 2005; O’Malley & Chamot, 1990; Zhang, 2008; see also Zhang, 2003, for a review of research on Chinese ELF learners, especially in relation to strategy-based instruction).”