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Validating the Instruments to Measure ESL/EFL Learners' Self-Efficacy Beliefs and Self-Regulated Learning Strategies

TESOL quarterly, 2017-12, Vol.51 (4), p.931-947

2017

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The Relationship between Social Support, Self-Efficacy, and English Language Learning Achievement in Hong Kong

TESOL quarterly, 2019-03, Vol.53 (1), p.208-221

2019

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The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements

Language teaching research : LTR, 2023-01, Vol.27 (1), p.207-228

2023

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Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols

System (Linköping), 2018-11, Vol.78, p.15-26

Bai, Barry

2018

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Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs

System (Linköping), 2021-02, Vol.96, p.102404, Article 102404

2021

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The effects of strategy-based writing instruction in Singapore primary schools

System (Linköping), 2015-10, Vol.53, p.96-106

Bai, Barry

2015

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Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention

System (Linköping), 2024-06, Vol.122, p.103249, Article 103249

2024

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Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach

Journal of applied developmental psychology, 2024-09, Vol.94, p.101697, Article 101697

2024

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Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major

Applied linguistics review, 2024-01, Vol.15 (1), p.161-188

2024

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ecology, geopolitics, and economics of managing Lymantria dispar in the United States

International journal of pest management, 2012-09, Vol.58 (3), p.195-210

2012

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Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong

Reading & writing quarterly, 2018-11, Vol.34 (6), p.523-536

2018

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Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence

Language teaching research : LTR, 2023-09, Vol.27 (5), p.1193-1216

2023

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EFL teachers’ beliefs and practices about pronunciation teaching

ELT journal, 2019-04, Vol.73 (2), p.134-143

2019

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Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education

European journal of education, 2024-09

2024

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Development and validation of a self‐regulated learning teaching scale for preschool teachers

European journal of education, 2024-06, Vol.59 (2), p.n/a

2024

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Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools

Applied linguistics review, 2022-01, Vol.13 (1), p.117-139

2022

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Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

Language teaching research : LTR, 2021-05, Vol.25 (3), p.378-399

2021

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Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

Cambridge journal of education, 2021-01, Vol.51 (1), p.65-84

2021

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Whose goal emphases play a more important role in ESL/EFL learners' motivation, self-regulated learning and achievement?: Teachers' or parents'

Research papers in education, 2023-07, Vol.38 (4), p.520-542

2023

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Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

Journal of multilingual and multicultural development, 2022-05, Vol.43 (5), p.438-451

2022

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The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class

Studies in educational evaluation, 2020-03, Vol.64, p.100821, Article 100821

2020

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Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspective

Teaching and teacher education, 2020-07, Vol.93, p.103076, Article 103076

2020

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Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level

Studies in educational evaluation, 2020-06, Vol.65, p.100839, Article 100839

2020

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Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

Language teaching research : LTR, 2024-05, Vol.28 (3), p.1176-1200

2024

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An intervention study to improve primary school students' self-regulated strategy use in English writing through e-learning in Hong Kong

Computer assisted language learning, 2022-12, Vol.35 (9), p.2265-2290

2022

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Validating the Instruments to Measure ESL/EFL Learners' Self-Efficacy Beliefs and Self-Regulated Learning Strategies

The Relationship between Social Support, Self-Efficacy, and English Language Learning Achievement in Hong Kong

The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements

Understanding primary school students’ use of self-regulated writing strategies through think-aloud protocols

Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs

The effects of strategy-based writing instruction in Singapore primary schools

Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention

Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach

Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major

ecology, geopolitics, and economics of managing Lymantria dispar in the United States

Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong

Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence

EFL teachers’ beliefs and practices about pronunciation teaching

Standards, Instruction and Assessment of EFL Writing in Schools: Lessons From China's Basic Education

Development and validation of a self‐regulated learning teaching scale for preschool teachers

Effects of self-regulated learning strategy use on motivation in EFL writing: A comparison between high and low achievers in Hong Kong primary schools

Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong

Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students' self-regulated learning in English writing and writing competence in an Asian Confucian cultural context?

Whose goal emphases play a more important role in ESL/EFL learners' motivation, self-regulated learning and achievement?: Teachers' or parents'

Academic self-efficacy, task importance and interest: relations with English language learning in an Asian context

The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class

Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour: A Self-Determination Theory’s perspective

Hong Kong primary students’ self-regulated writing strategy use: Influences of gender, writing proficiency, and grade level

Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools

An intervention study to improve primary school students' self-regulated strategy use in English writing through e-learning in Hong Kong

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