Modeling the development of L1 and EFL writing proficiency of secondary school students

By R. Schoonen, A. Gelderen, R. Stoel, J. Hulstijn, Kees de Glopper. 2011

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d0793e6d9bd4dde7e85515a722d8f104320404e5

Citations in the corpus

• Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course (2018, unknown): “Metacognitive knowledge specifically has been linked to writing performance both in L1 and L2 (Schoonen et al., 2011), as well as writers’ ability to monitor and control their strategy use during writing and to accurately evaluate the quality of their work (Hawthorne et al., 2017).”