LEADER 03933nam  22007095  450 
001 9910978383003321
005 20250620110217.0
010   $a9789819612307
010   $a9819612306
024 7 $a10.1007/978-981-96-1230-7
035   $a(MiAaPQ)EBC31897903
035   $a(Au-PeEL)EBL31897903
035   $a(CKB)37465305900041
035   $a(DE-He213)978-981-96-1230-7
035   $a(OCoLC)1500771638
035   $a(EXLCZ)9937465305900041
100   $a20250206d2024      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aWriting and Revising in Second Language Classrooms $eThe Role of Self-Regulation in Cultivating Expert Writers /$fby Jing Chen
205   $a1st ed. 2024.
210  1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2024.
215   $a1 online resource (0 pages)
311 08$a9789819612291 
311 08$a9819612292 
327   $aSetting 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.
330   $aThis 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.
606   $aLanguage acquisition
606   $aLanguage and languages$xStudy and teaching
606   $aPsycholinguistics
606   $aLinguistics$xMethodology
606   $aLanguage Acquisition and Development
606   $aLanguage Teaching and Learning
606   $aPsycholinguistics and Cognitive Lingusitics
606   $aLanguage Education
606   $aResearch Methods in Language and Linguistics
606   $aAdquisició d'una segona llengua$2thub
606   $aPsicolingüística$2thub
608   $aLlibres electrònics$2thub
615  0$aLanguage acquisition.
615  0$aLanguage and languages$xStudy and teaching.
615  0$aPsycholinguistics.
615  0$aLinguistics$xMethodology.
615 14$aLanguage Acquisition and Development.
615 24$aLanguage Teaching and Learning.
615 24$aPsycholinguistics and Cognitive Lingusitics.
615 24$aLanguage Education.
615 24$aResearch Methods in Language and Linguistics.
615  7$aAdquisició d'una segona llengua
615  7$aPsicolingüística
676   $a401.93
700   $aChen$b Jing$0816188
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910978383003321
996   $aWriting and Revising in Second Language Classrooms$94324506
997   $aUNINA