ERIC - Search Results

Publication Date

In 2025	0
Since 2024	0
Since 2021 (last 5 years)	2
Since 2016 (last 10 years)	2
Since 2006 (last 20 years)	2

Descriptor

Correlation	2
Elementary School Students	2
English (Second Language)	2
Foreign Countries	2
Learning Strategies	2
Metacognition	2
Second Language Instruction	2
Second Language Learning	2
Self Efficacy	2
Writing Strategies	2
Computer Assisted Instruction	1
Confucianism	1
Cultural Context	1
Electronic Learning	1
Intention	1
Intervention	1
Learning Motivation	1
Likert Scales	1
Measures (Individuals)	1
Predictor Variables	1
Student Attitudes	1
Student Motivation	1
Teaching Methods	1
Usability	1
Writing Achievement	1
More ▼

Source

Cambridge Journal of Education	1
Computer Assisted Language…	1

Author

Bai, Barry	2
Wang, Jing	2
Nie, Youyan	1
Zhou, Huixuan	1

Publication Type

Journal Articles	2
Reports - Research	2

Education Level

Elementary Education

Audience

Location

Hong Kong

Laws, Policies, & Programs

Assessments and Surveys

What Works Clearinghouse Rating

Showing all 2 results Save | Export

Self-Efficacy, Task Values and Growth Mindset: What Has the Most Predictive Power for Primary School Students' Self-Regulated Learning in English Writing and Writing Competence in an Asian Confucian Cultural Context?

Peer reviewed

Direct link

Bai, Barry; Wang, Jing; Nie, Youyan – Cambridge Journal of Education, 2021

This study aimed to examine the relationships between motivational variables, self-regulated writing strategy use and writing competence with 511 fourth graders in Hong Kong. The high writing achievers reported a higher level of motivation, i.e. self-efficacy, task values (i.e. interest and utility) and growth mindset in English writing than the…

Descriptors: Confucianism, Cultural Context, Learning Strategies, Elementary School Students

An Intervention Study to Improve Primary School Students' Self-Regulated Strategy Use in English Writing through E-Learning in Hong Kong

Peer reviewed

Direct link

Bai, Barry; Wang, Jing; Zhou, Huixuan – Computer Assisted Language Learning, 2022

The present study reports on the effects of a self-regulated (SRL) writing strategy-based intervention supported with e-learning tools on SRL strategy use in English writing with 468 Hong Kong primary school students. The changes to the students' motivation in English writing, and their e-learning acceptance were also measured. The study adopted a…

Descriptors: Metacognition, Writing Instruction, Elementary School Students, Intervention