Second Language Writers' Strategy Use and Performance on an Integrated Reading-Listening-Writing Task.

By Hui-Chun Yang, Lai Plakans. 2012

145 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b7977aae2827a3dd3fb830cf23ec04763520e097

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. Atta Gebril
2. Lai Plakans
3. Barry Bai
4. Wenjuan Guo
5. Lin Sophie Teng

In Literature and Literary Theory

1. Atta Gebril
2. Barry Bai
3. Wenjuan Guo
4. Lai Plakans

Citations in the corpus

• Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, background): “Many studies have shown that SRL strategy use can play a significant role in students’ learning achievement (Cohen & PinillaHerrera, 2009; Santangelo, Harris, & Graham, 2007; Sch€unemann, Sp€orer, & Brunstein, 2013; Schunk & Zimmerman, 2007; Teng & Zhang, 2017; Yang & Plakans, 2012).”
• Exploring the relationship of organization and connection with scores in integrated writing assessment (2017, methodology): “Comparing the processes of the two task types also illuminated contrasts in pre-task planning (Plakans, 2008) and strategy use (Yang & Plakans, 2012).”
• Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, background): “High achievers tended to report a higher level of motivation and SRL strategy use than their average and low achieving counterparts, which may partly account for their superior performance in English writing (Bai et al., 2014; Lee et al., 2018; Yang & Plakans, 2012).”