Learning Strategies in Reading and Writing: EAP Contexts

By W. Baker, K. Boonkit. 2004

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f7db66241c561a043c73469649d168cc025ad527

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Rui Bai
2. Guangwei Hu
3. P. Gu
4. Barry Bai
5. Wenjuan Guo
6. Lawrence Jun Zhang

In Language and Linguistics

1. Rui Bai
2. Guangwei Hu
3. P. Gu
4. Barry Bai
5. Wenjuan Guo
6. M. Rahimi
7. Lawrence Jun Zhang
8. Shulin Yu

In Literature and Literary Theory

1. Guangwei Hu
2. P. Gu
3. Barry Bai
4. Wenjuan Guo
5. M. Rahimi
6. Lawrence Jun Zhang
7. Shulin Yu
8. Icy Lee

Citations in the corpus

• The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, unknown): “Altogether, the findings are in line with those of studies (e.g., Allen, Bernhardt, & Demel, 1988; Baker & Boonkit, 2004; Clark, 1979; Cubukcu, 2008; Gou, 2008; Griffiths, 2003; Hassin, 2008; Hong, 2007; Mosallae-pour, 1997; Soleimani, 2008; Van Gelderen, Schoonen, De Glopper, Hulstijn, Simis,…”
• The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools (2014, background): “Baker and Boonkit (2004) found that their proficient writers used eight individual writing strategies, e.g., ‘‘writing in English,’’ ‘‘planning in English,’’ ‘‘reviewing,’’ and ‘‘revising’’ more frequently than their low proficiency counterparts.”