Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality

By Justina Ong, Lawrence Jun Zhang. 2013

106 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7640a1629d7a0cb46f6573a51b7048ec7882848d

How researchers see this paper

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

In Education

1. Feng Teng
2. (Mark) Feng Teng
3. J. Richards
4. Jing Huang

In Language and Linguistics

1. Feng Teng
2. (Mark) Feng Teng
3. Jing Huang

In Literature and Literary Theory

1. Feng Teng

Citations in the corpus

• Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016, background): “To date, only few studies have focused on the role of metacognition in the acquisition of writing skills of tertiary-level EFL students, with one or two notable exceptions (Kasper, 1997; Ong & Zhang, 2013).”