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Direct linkLam, Ricky – TESOL Journal, 2015
This article describes a study which investigated how explicit strategy instruction may shape student use of metacognitive knowledge and in what ways this knowledge promotes self-regulation in the learning of writing. From a class of a 2-year associate degree programme in Hong Kong, which experienced a 15-week process-oriented writing course…
Descriptors: Undergraduate Students, Learning Strategies, English (Second Language), Second Language Learning
