An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong
Author:
Affiliation:
1. Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong
2. College of Education, Zhejiang University, Hangzhou, China
3. Shenzhen Middle School, Shenzhen, China
Funder
General Research Fund/Early Career Scheme (GRF/ECS) of Research Grants Council (RGC) of Hong Kong, China
Publisher
Informa UK Limited
Subject
Computer Science Applications,Linguistics and Language,Language and Linguistics
Link
https://www.tandfonline.com/doi/pdf/10.1080/09588221.2020.1871030
Reference76 articles.
1. The effects of strategy-based writing instruction in Singapore primary schools
2. Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols
3. Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong
4. Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong
5. The Relationship Between Use of Writing Strategies and English Proficiency in Singapore Primary Schools
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