The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools

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Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “This result is also in accordance with previous findings about the positive link between self-regulated language learning strategy and self-efficacy identified in traditional classroom-based learning settings (e.g., Bai et al., 2014; Kim et al., 2015; Magogwe & Oliver, 2007; Yusuf, 2011).”
Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, methodology): “In English writing, good writers are portrayed as self-regulated learners who have a large repertoire of writing strategies that they can appropriately apply to tackle challenges to complete writing tasks (Bai et al., 2014; Zimmerman & Kitsantas, 2002).”
Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong (2019, methodology): “Bai et al. (2014) found that primary students of different language proficiency levels used their writing strategies significantly differently.”
English language learners' self-efficacy profiles and relationship with self-regulated learning strategies (2015, background): “However, students in the high English proficiency group were found to use more revising, self-evaluating, and information-seeking strategies (Bai et al., 2014).”