Enhancing Students' Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong.

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Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Moreover, Asian students focus more on practical outcomes of education and tend to view education as a means to an end (Lo & Hyland, 2007; Wang, King, & Rao, 2019).”
Handbook of Research in Second Language Teaching and Learning : Volume 2 (2011, background): “Lo and Hyland (2007) noticed that when their students were given more freedom in the choice of topic they became very engaged and sometimes could not think how to write in English.”
The motivational dimension of language teaching (2017, methodology): “Shaaban (2006) describes how cooperative (‘jigsaw’) reading tasks improved the motivation to read of Year 5 students of English in Lebanon, while Lo & Hyland (2007) report an action research study in a ‘well-established’ Hong Kong primary 3 2 6 M A R T I N L A M B school which produced gains in…”