Results 261 to 270 of about 33,170 (291)

Using the Sociocognitive-Transformative Approach in Writing Classrooms: Effects on L2 Learners’ Writing Performance

Reading & Writing Quarterly, 2017
The current study used a scale-based approach and complexity, accuracy, and fluency (CAF) analysis to comprehensively capture the effects of the sociocognitive-transformative approach on 2nd langua...
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Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions

Assessing Writing
Task-based research has often overlooked individual differences (IDs) and task-readiness factors in developing instructional materials and curricula. This study addresses these gaps by examining how L2 writing anxiety influences the Complexity, Accuracy, Lexis, and Fluency (CALF) of writing performance across tasks with varying cognitive demands under ...
Abdi Tabari, Mahmoud, Farahanynia, Mahsa, BOTES, Elouise   +2 more
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Metacognitive Experiences of EFL Students as Predictors of Enjoyment, Engagement, and Performance in L2 Writing

Journal of College Reading and Learning
Many studies have examined the contributory role of metacognition in promoting second/foreign language writing skills. While a plethora of L2 writing research has emphasized metacognitive knowledge and strategies, less attention has been given to metacognitive experiences that pertain to writers’ conscious thoughts, feelings, and self-judgments related
Büşra Ünsal-Görkemoğlu, Cemil Gökhan Karacan   +1 more
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Planning in a Writing Task: L1 and L2 Writing Performance

Korean Journal of Applied Linguistics, 2023
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Achievement goals in L2 writing: Measurement and effects on task performance

Achievement goals (AGs) are pivotal in L2 writing, but they are yet to be systematically conceptualized at the task-specific level, and their impact on writing task performance remains underexplored. To address this gap, this study conceptualized task-specific AGs, validated a measurement instrument, and examined their effects on task performance.
Enhao Feng, Chengchen Li
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Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

Computer Assisted Language Learning, 2022
Masoud Rahimi, Jalil Fathi
exaly  

Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

Assessing Writing, 2022
Mark Feng Teng, Chuang Wang, Lawrence Jun Zhang   +2 more
exaly  

Writing motivation: A validation study of self-judgment and performance

Assessing Writing, 2021
Charles A Macarthur, Steven Holtzman
exaly  

Alleviating L2 Writing Anxiety and Improving L2 Writing Performance Through Self-Regulated Learning

2023
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Writing on WeChat moments: impact on writing performance and learner autonomy

Computer Assisted Language Learning, 2023
Weiwei Wang, Lianjiang Jiang
exaly