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Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
16 references·16 citing·31 second hopsampled
Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching (2019)Metacognition and Self-Regulated Learning…The TESOL Encyclopedia of English Language Teaching (2017)The TESOL Encyclopedia of Eng…Strategies in Learning and Using a Second Language (2014)Strategies in Learning and Us…Teaching and Researching: Autonomy in Language Learning (2013)Teaching and Researching: Aut…Handbook of Self-Regulation of Learning and Performance (2011)Handbook of Self-Regulation o…The Power of Feedback (2007)The Power of FeedbackMetacognition and learning: conceptual and methodological considerations (2006)Metacognition and learning: c…The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (2005)The Psychology of the Languag…Promoting general metacognitive awareness (1998)Promoting general metacogniti…Metacognition in Educational Theory and Practice (1998)Metacognition in Educational …The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach (1994)The CALLA Handbook: Implement…Language Learning Strategies: What Every Teacher Should Know (1991)Language Learning Strategies:…Learning Strategies in Second Language Acquisition (1990)Learning Strategies in Second…Learner Strategies in Language Learning (1990)Learner Strategies in Languag…Autonomy and foreign language learning (1981)Autonomy and foreign language…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking (2024)Growth mindset, self-efficacy…Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance (2024)Assessing self-regulated writ…A Qualitative Inquiry Into Metacognitive Strategies of Postgraduate Students in Employing ChatGPT for English Academic Writing (2024)A Qualitative Inquiry Into Me…Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy (2023)Metacognitive knowledge and o…Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection (2023)Effects of a self-regulated-b…The effect of feedback on metacognitive strategy use in EFL writing (2022)The effect of feedback on met…L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis (2022)L2 learners’ self-regulated l…Enhancing students’ metacognitive development in higher education: A classroom-based inquiry (2022)Enhancing students’ metacogni…Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major (2022)Chinese university students’ …The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning (2021)The Role of Students’ Self-Re…Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China (2021)Self-regulated listening of s…Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication (2021)Metacognitive instruction wit…Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ) (2021)Investigating Students' Metac…Introduction: Combining learner psychology and ISLA research: Intersections in the classroom (2021)Introduction: Combining learn…Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models (2021)Development of children’s met…Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners (2020)Modeling the relationship bet…Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)The development of student feedback literacy: enabling uptake of feedback (2018)Motivation: Reopening the Research Agenda (1991)Attention, Memory, and the “Noticing” Hypothesis (1995)The Study of Second Language Acquisition (1995)Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003)Understanding language teaching: from method to postmethod (2006)Genre pedagogy: Language, literacy and L2 writing instruction (2007)Toward a design theory of problem solving (2000)Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004)Developing the theory of formative assessment (2009)LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005)Autonomy in language teaching and learning (2007)Alternative Approaches to Second Language Acquisition (2011)Emotions that facilitate language learning: The positive-broadening power of the imagination (2012)Introducing Second Language Acquisition (2012)Language Learning Motivation: Expanding the Theoretical Framework (1994)Assessing students' metacognitive awareness of reading strategies. (2002)Individual Differences in Second Language Learning (2014)The Role of Goal Orientation in Self-Regulated Learning (2000)Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007)Implications for educational practice of the science of learning and development (2019)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)New Frontiers: Regulating Learning in CSCL (2013)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)Motivation and social cognitive theory (2019)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2007The Power of Feedback12,871 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 1991Language Learning Strategies: What Every Teacher Should Know5,941 cited
  • 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition4,076 cited
  • 1990Learning Strategies in Second Language Acquisition2,738 cited
  • 1998Metacognition in Educational Theory and Practice2,129 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,125 cited
  • 2014Strategies in Learning and Using a Second Language2,117 cited
  • 2013Teaching and Researching: Autonomy in Language Learning2,076 cited
  • 2006Metacognition and learning: conceptual and methodological considerations2,022 cited
  • 1981Autonomy and foreign language learning1,921 cited
  • 1990Learner Strategies in Language Learning1,528 cited
  • 2017The TESOL Encyclopedia of English Language Teaching1,055 cited
  • 1998Promoting general metacognitive awareness1,029 cited

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1994
The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach
930 cited

Cited by

  • 2024Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking86 cited
  • 2022Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major71 cited
  • 2021The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning68 cited
  • 2022The effect of feedback on metacognitive strategy use in EFL writing65 cited
  • 2021Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication58 cited
  • 2022L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis55 cited
  • 2021Introduction: Combining learner psychology and ISLA research: Intersections in the classroom54 cited
  • 2021Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China53 cited
  • 2021Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models50 cited
  • 2021Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)43 cited
  • 2024A Qualitative Inquiry Into Metacognitive Strategies of Postgraduate Students in Employing ChatGPT for English Academic Writing41 cited
  • 2023Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy41 cited
  • 2023Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection41 cited
  • 2024Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance40 cited
  • 2022Enhancing students’ metacognitive development in higher education: A classroom-based inquiry38 cited
  • 2020Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners38 cited