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001 978-981-96-1230-7
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020 _a9789819612307
_9978-981-96-1230-7
024 7 _a10.1007/978-981-96-1230-7
_2doi
050 4 _aP118-118.75
072 7 _aCFDC
_2bicssc
072 7 _aLAN009000
_2bisacsh
072 7 _aCFDC
_2thema
100 1 _aChen, Jing.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_990690
245 1 0 _aWriting and Revising in Second Language Classrooms
_h[electronic resource] :
_bThe Role of Self-Regulation in Cultivating Expert Writers /
_cby Jing Chen.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXIV, 218 p. 21 illus., 9 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aSetting the Scene for Researching Instruction in Text Revision in an efl Context -- Theories on Revision -- Empirical Studies on Text Revision in l1and l2 Writing -- Empirical Studies on Instruction in Text Revision -- Development and Validation of Self Report Questionnaires -- Exploring the Effectiveness of srsd in Text Revision -- Developmental Trajectories Evidence from Qualitative Results -- Discussion Implications and Recommendations.
520 _aThis book contributes to the field of L2 writing, with a focus on instruction in revision. Theoretically, this research provides a better understanding of students’ metacognitive knowledge about revision and their self-efficacy for text revision in EFL writing; such understanding is vital to make pedagogical connections between cognitive research, self-efficacy theory and instructional research in writing. Moreover, the designed questionnaire for data collection and analysis in this study can be employed as a diagnostic or consciousness-raising tool in the L2 writing classrooms or be used as a research tool to chart the development of students’ metacognitive knowledge about revision and self-efficacy for text revision over time to contribute to this line of research. Pedagogically, this study examined the effects of the SRSD model, an approach that has shown its effectiveness in improving learners’ metacognition and impacting their self-efficacy in both L1 and L2 writing, in the context of revision in an EFL context. Hence, it broadens the understanding of the feasibility and effectiveness of the SRSD model.
650 0 _aLanguage acquisition.
_974408
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 0 _aPsycholinguistics.
_972377
650 0 _aLinguistics
_xMethodology.
_971853
650 1 4 _aLanguage Acquisition and Development.
_974409
650 2 4 _aLanguage Teaching and Learning.
_971501
650 2 4 _aPsycholinguistics and Cognitive Lingusitics.
_972378
650 2 4 _aLanguage Education.
_970729
650 2 4 _aResearch Methods in Language and Linguistics.
_971858
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789819612291
776 0 8 _iPrinted edition:
_z9789819612314
776 0 8 _iPrinted edition:
_z9789819612321
856 4 0 _uhttps://doi.org/10.1007/978-981-96-1230-7
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c66651
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