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Writing and revising in second language classrooms = the role of self-regulation in cultivating expert writers /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Writing and revising in second language classrooms/ by Jing Chen.
Reminder of title:	the role of self-regulation in cultivating expert writers /
Author:	Chen, Jing.
Published:	Singapore :Springer Nature Singapore : : 2024.,
Description:	xiv, 218 p. :ill., digital ;24 cm.
[NT 15003449]:	Setting the Scene for Researching Instruction in Text Revision in an efl Context -- Theories on Revision -- Empirical Studies on Text Revision in l1and l2 Writing -- Empirical Studies on Instruction in Text Revision -- Development and Validation of Self Report Questionnaires -- Exploring the Effectiveness of srsd in Text Revision -- Developmental Trajectories Evidence from Qualitative Results -- Discussion Implications and Recommendations.
Contained By:	Springer Nature eBook
Subject:	English language - Study and teaching -
Online resource:	https://doi.org/10.1007/978-981-96-1230-7
ISBN:	9789819612307

Writing and revising in second language classrooms = the role of self-regulation in cultivating expert writers /
Chen, Jing.

Writing and revising in second language classroomsthe role of self-regulation in cultivating expert writers /[electronic resource] :by Jing Chen. - Singapore :Springer Nature Singapore :2024. - xiv, 218 p. :ill., digital ;24 cm.

Setting the Scene for Researching Instruction in Text Revision in an efl Context -- Theories on Revision -- Empirical Studies on Text Revision in l1and l2 Writing -- Empirical Studies on Instruction in Text Revision -- Development and Validation of Self Report Questionnaires -- Exploring the Effectiveness of srsd in Text Revision -- Developmental Trajectories Evidence from Qualitative Results -- Discussion Implications and Recommendations.

This book contributes to the field of L2 writing, with a focus on instruction in revision. Theoretically, this research provides a better understanding of students' metacognitive knowledge about revision and their self-efficacy for text revision in EFL writing; such understanding is vital to make pedagogical connections between cognitive research, self-efficacy theory and instructional research in writing. Moreover, the designed questionnaire for data collection and analysis in this study can be employed as a diagnostic or consciousness-raising tool in the L2 writing classrooms or be used as a research tool to chart the development of students' metacognitive knowledge about revision and self-efficacy for text revision over time to contribute to this line of research. Pedagogically, this study examined the effects of the SRSD model, an approach that has shown its effectiveness in improving learners' metacognition and impacting their self-efficacy in both L1 and L2 writing, in the context of revision in an EFL context. Hence, it broadens the understanding of the feasibility and effectiveness of the SRSD model.

ISBN: 9789819612307

Standard No.: 10.1007/978-981-96-1230-7doiSubjects--Topical Terms:

526716
English language
--Study and teaching

LC Class. No.: PE1128.A2

Dewey Class. No.: 428.0071

Writing and revising in second language classrooms = the role of self-regulation in cultivating expert writers /
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505 0 $a Setting the Scene for Researching Instruction in Text Revision in an efl Context -- Theories on Revision -- Empirical Studies on Text Revision in l1and l2 Writing -- Empirical Studies on Instruction in Text Revision -- Development and Validation of Self Report Questionnaires -- Exploring the Effectiveness of srsd in Text Revision -- Developmental Trajectories Evidence from Qualitative Results -- Discussion Implications and Recommendations.
520 $a This book contributes to the field of L2 writing, with a focus on instruction in revision. Theoretically, this research provides a better understanding of students' metacognitive knowledge about revision and their self-efficacy for text revision in EFL writing; such understanding is vital to make pedagogical connections between cognitive research, self-efficacy theory and instructional research in writing. Moreover, the designed questionnaire for data collection and analysis in this study can be employed as a diagnostic or consciousness-raising tool in the L2 writing classrooms or be used as a research tool to chart the development of students' metacognitive knowledge about revision and self-efficacy for text revision over time to contribute to this line of research. Pedagogically, this study examined the effects of the SRSD model, an approach that has shown its effectiveness in improving learners' metacognition and impacting their self-efficacy in both L1 and L2 writing, in the context of revision in an EFL context. Hence, it broadens the understanding of the feasibility and effectiveness of the SRSD model.
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