Metacognitive Strategy Use and Academic Reading Achievement : Insights from a Chinese Context
By Lian Zhang. 2013
Subfields: Cognitive Science & Psychology, Social Sciences & Humanities
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In Cognitive Science & Psychology
Citations in the corpus
- Improving Question Answering with External Knowledge (2019, background): “External knowledge plays a critical role in human reading and understanding since authors assume readers have a certain amount of background knowledge gained from sources outside the text (McNamara et al., 2004; Salmerón et al., 2006; Zhang and Seepho, 2013).”
- The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, unknown): “…& Reichard, 2002; Mokhtari & Reichard, 2008; Mokhtari & Sheorey 2002; MuñizSwicegood, 1994; Onovughe & Hannah, 2011; Philip & Hua, 2006; Shang, 2010; Sheorey & Mokhtari, 2001; Sheorey, & Baboczky, 2008; Shokrpour & Fotovatian, 2009; Zare, 2013; Zareee, 2007; Zhang & Seepho, 2013; Zhang & Wu, 2009).”
- The impact of resilience on L2 learners’ motivated behaviour and proficiency in L2 learning (2017, unknown): “For example, various cognitive, metacognitive, and social strategies were explored to identify which strategies can be more effective for more successful L2 learning (e.g. Park 1997; Phakiti 2003; Zhang and Seepho 2013).”
- Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students (2016, unknown): “…strategies perform better in reading proficiency tests / courses (Yuksel & Yuksel, 2012; Pressley, et al., 1998; Ahmadi, Ismail, & Abdullah, 2013; Al-Sobhani, 2013; Tavakoli; 2014; Magogwe, 2013; Hong-Nam, 2014; Zhang & Seepho, 2013; Memis & Bozkurt, 2013; Phakiti, 2006; Kummin & Rahman, 2010).”