Cited by

• 2009Enhancing metacognitive knowledge: Structure, affordances and self114 cited
• 2019Language learning strategy research in System: Looking back and looking forward108 cited
• 2019Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching108 cited
• 2018Do Language Learning Strategies Need to Be Self‐Directed? Disentangling Strategies From Self‐Regulated Learning105 cited
• 2016Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs101 cited
• 2012Learning Strategies: Prototypical Core and Dimensions of Variation97 cited
• 2020Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level76 cited
• 2015The Relationship Between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge67 cited
• 2017On self-reported use of communication strategies by CLIL learners in primary education64 cited
• 2014Understanding EFL Students' Development of Self‐Regulated Learning in a Process‐Oriented Writing Course60 cited
• 2015Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students59 cited
• 2013Self‐Regulation in Second Language Learning: An Investigation of the Kanji‐Learning Task55 cited
• 2013Effects of self-regulated vocabulary learning process on self-efficacy55 cited
• 2018Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom52 cited
• 2011Adaptation and Validation of Self-regulating Capacity in Vocabulary Learning Scale52 cited
• 2024Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention48 cited