1 |
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
|
|
|
|
In: Metacogn Learn (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
|
|
|
|
In: Front Psychol (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Profiling Chinese EFL students’ technology-based self-regulated English learning strategies
|
|
|
|
In: PLoS One (2020)
|
|
BASE
|
|
Show details
|
|
4 |
Examining the Relationship between Self-Efficacy and Self-Regulated Learning Strategies Profiles of English as a Second Language Learners
|
|
|
|
In: Georgia Educational Research Association Conference (2017)
|
|
BASE
|
|
Show details
|
|
6 |
Longitudinal investigation of the curricular effect: An analysis of student learning outcomes from the LieCal Project in the United States
|
|
|
|
In: Mathematics, Statistics and Computer Science Faculty Research and Publications (2011)
|
|
BASE
|
|
Show details
|
|
8 |
Impact of Single-sex Instruction on Student Motivation to Learn Spanish
|
|
|
|
In: Canadian Journal of Applied Linguistics; Vol. 12 No. 2 (2009) ; Revue canadienne de linguistique appliquée; Vol. 12 No. 2 (2009) ; 1920-1818 ; 1481-868X (2009)
|
|
BASE
|
|
Show details
|
|
9 |
Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows
|
|
|
|
In: Wang, Chuang. (2007). Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows. Issues in Applied Linguistics, 15(2). Retrieved from: http://www.escholarship.org/uc/item/38b585b8 (2007)
|
|
BASE
|
|
Show details
|
|
|
|