This study examines how writer stance is projected in citation from a comparative perspective.The dataset consisted of 120 qualitative and quantitative research articles(RAs)that were authored by Anglophone and Chines...This study examines how writer stance is projected in citation from a comparative perspective.The dataset consisted of 120 qualitative and quantitative research articles(RAs)that were authored by Anglophone and Chinese applied linguists.ANO?VA tests revealed marked cross-language and cross-paradigmatic differences in stance-based dialogic engagement.展开更多
Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing s...Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.展开更多
文摘This study examines how writer stance is projected in citation from a comparative perspective.The dataset consisted of 120 qualitative and quantitative research articles(RAs)that were authored by Anglophone and Chinese applied linguists.ANO?VA tests revealed marked cross-language and cross-paradigmatic differences in stance-based dialogic engagement.
文摘Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.
