Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 5 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| Asia-Pacific Education… | 1 |
| LEARN Journal: Language… | 1 |
| Language Assessment Quarterly | 1 |
| Language Learning & Technology | 1 |
| Language Testing | 1 |
| Language Testing in Asia | 1 |
| SAGE Open | 1 |
Author
| Chen, Weichao | 1 |
| Chen, Zhenzhen | 1 |
| Hu, Nan | 1 |
| Huang, Liyan | 1 |
| Jia, Jiyou | 1 |
| Le, Huixiao | 1 |
| Lei, Yuqi | 1 |
| Li, Jiuliang | 1 |
| Lijuan Han | 1 |
| Lu, Xiaofei | 1 |
| Shi, Bibing | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
| Tests/Questionnaires | 7 |
Education Level
| Higher Education | 5 |
| Postsecondary Education | 5 |
| High Schools | 2 |
| Secondary Education | 2 |
Audience
Location
| China | 7 |
| Hong Kong | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textHu, Nan – LEARN Journal: Language Education and Acquisition Research Network, 2022
The purpose of this study was to explore the use of writing strategies, namely, planning, execution, monitoring and revising by Chinese EFL (English as a Foreign Language) learners in their English writing. It also investigated the emotions of Chinese EFL writers in terms of anxiety and enjoyment as well as how the employment of writing strategy…
Descriptors: Foreign Countries, Undergraduate Students, Second Language Learning, English (Second Language)
Direct linkLijuan Han – SAGE Open, 2024
In this study, an explanatory sequential design was utilized to examine the impact of strategy-based instruction (SBI) on the writing performance and motivation of English as a Foreign Language (EFL) learners in a writing course. A total of 50 Chinese EFL students were selected from two intact classes and were randomly assigned to either the…
Descriptors: Metacognition, Writing Instruction, Teaching Methods, English (Second Language)
Xu, Jian – Asia-Pacific Education Researcher, 2021
This mixed-method study explored Chinese university students' orientations towards written corrective feedback (WCF) and their use of self-regulated learning (SRL) writing strategies in online English writing courses during COVID-19. A questionnaire and semi-structured interviews were administered to 311 and 12 students, respectively. Results…
Descriptors: College Students, Student Motivation, Feedback (Response), Teacher Student Relationship
Xie, Qin; Lei, Yuqi – Language Assessment Quarterly, 2022
This research conducted diagnostic assessment of problems in first-year undergraduates' English academic papers and tracked potential sources of the problems to the writing process and strategy use. Data collected include 339 term papers and interviews with 17 students. The samples were manually error tagged and marked against a detailed…
Descriptors: Diagnostic Tests, Second Language Learning, Second Language Instruction, Metacognition
Shi, Bibing; Huang, Liyan; Lu, Xiaofei – Language Testing, 2020
The continuation task, a new form of reading-writing integrated task in which test-takers read an incomplete story and then write the continuation and ending of the story, has been increasingly used in writing assessment, especially in China. However, language-test developers' understanding of the effects of important task-related factors on…
Descriptors: Cues, Writing Tests, Writing Evaluation, English (Second Language)
Chen, Zhenzhen; Chen, Weichao; Jia, Jiyou; Le, Huixiao – Language Learning & Technology, 2022
Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…
Descriptors: Writing Instruction, Writing Processes, Teaching Methods, Learning Strategies
Li, Jiuliang – Language Testing in Asia, 2014
In order to complete summarization tasks L2 learners need to demonstrate both reading and writing abilities. Thus, understanding the role of these abilities is necessary for interpreting performance on such tasks. This study examined the role of reading and writing in summarization tasks completed by 64 Chinese college students. It was found word-…
Descriptors: Writing Skills, Second Language Learning, College Students, Writing Strategies
