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Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance
16 references·4 citing·28 second hop
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References

  • 1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives108,592 cited
  • 1992A power primer.42,571 cited
  • 1990Comparative fit indexes in structural models.25,213 cited
  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 1990Structural Model Evaluation and Modification: An Interval Estimation Approach7,390 cited
  • 1973A Reliability Coefficient for Maximum Likelihood Factor Analysis7,327 cited
  • 2016Structural Equation Modeling With AMOS4,644 cited
  • 2003Task-based Language Learning and Teaching3,591 cited
  • 2016Principles and practice of structural equation modeling, 4th ed.3,399 cited
  • 2009Handbook of Metacognition in Education1,503 cited
  • 2010Automatic analysis of syntactic complexity in second language writing1,047 cited
  • 2003Syntactic Complexity Measures and their Relationship to L2 Proficiency: A Research Synthesis of College-level L2 Writing1,025 cited
  • 1982Recent Developments in Structural Equation Modeling995 cited
  • 2001Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity921 cited
  • 2011A Corpus‐Based Evaluation of Syntactic Complexity Measures as Indices of College‐Level ESL Writers' Language Development

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753 cited
  • 2008Metacognition728 cited
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    • 2025Investigating the role of ideal L2 writing self, writing growth mindset, and writing enjoyment in L2 writing self-efficacy: a mediation model23 cited
    • 2024English as a foreign language learners' metacognitive experiences and writing development: Unraveling the process of learning EFL writing22 cited
    • 2024Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model22 cited
    • 2023Descansamos-xiuxiamos: a case study of a teacher’s translanguaging practices and attitude in an L3 Spanish audio-oral classroom at a Chinese university4 cited