Zhang, Yining Li, Mingzhu Chieh, YuanTzu Han, Shuyuan
Published in
Frontiers in Psychology
A number of studies have confirmed the positive effect of writing reflective journals on L2 learning. However, the relationship between writing reflective journals and the use of self-regulated writing strategies remains unclear. To redress this knowledge gap, we assigned 38 Chinese English as a foreign language (EFL) students three journal-writing...
Huang, Yu Zhang, Lawrence Jun
Published in
Frontiers in Psychology
This paper reports on an empirical study that examined changes in L2 writers’ perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with...
Wang, Gui Wang, Hui Wang, Li
Published in
Frontiers in Psychology
Based on 774 argumentative writings produced by Chinese English as a foreign language (EFL) learners, this study examined the extent to which Kolmogorov complexity metrics can distinguish the proficiency levels of beginner, lower-intermediate, and upper-intermediate second language (L2) English learners. Kolmogorov complexity metric is a holistic i...
Wang, Zhihong
Published in
Frontiers in Psychology
The present study analyzes the English diaries written by a young Chinese English as a foreign language (EFL) learner over a 1-year period in an attempt to determine the developmental process of Chinese EFL young learners’ written language in terms of syntactic complexity. This study aimed to use a wide range of metrics to explore densely collected...
Byrd, David Abrams, Zsuzsanna
Published in
Frontiers in Psychology
The process of learning a new language can be filled with many emotions, both positive and negative, for the learner. This is particularly true in the area of writing, where students may feel a close connection to their sense of self. Thus far, the foreign language teaching profession has tended to prioritize cognition over emotion in research and ...
Lan, Ge Li, Xiaorui Zhang, Qiusi
Published in
Frontiers in Psychology
Since the 1990s, grammatical complexity has received substantial research attention in applied linguistics (Bulté and Housen, 2014). The representation of grammatical complexity has expanded in L2 writing with the application of diverse measures in empirical studies in the recent three decades (1991–2020). In response to this situation, we found it...
Zhang, Chen Zhang, Wenzhong
Published in
Frontiers in Psychology
Recently, there has been a surge of interest in the exploration of psychological properties in a second language context. Considerable literature has grown up around the influence of these psychological properties on L2 writing specifically. However, the impact of academic procrastination, which is an important psychological property, has been unde...
Tian, Lili Liu, Qisheng Zhang, Xingxing
Published in
Frontiers in Psychology
Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language (L2) writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language (EFL) learners’ use of self-regulated writing strategies when revising based on aut...
Gunnarsson-Largy, Cecilia
Jolley, Jason R Maimone, Luciane
Although use of machine translation (MT) technologies by learners may seem like a relatively new issue in foreign language (FL) education, researchers have been investigating connections between MT tools and FL teaching and learning for more than three decades, years before learners had access to free online services such as Google Translate. This ...
