陈婧
Name (Simplified Chinese):陈婧
Name (Pinyin):chenjing
Professional Title:Lecturer (higher education)
Status:Employed
Education Level:With Certificate of Graduation for Doctorate Study
Degree:博士
Business Address:人文楼M323
E-Mail:
Alma Mater:新西兰奥克兰大学
Teacher College:College of Foreign Languages
School/Department:外国语学院
Other Contact Information:
PostalAddress：
Email：
Paper Publications
- Chen, J. (2022). The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study. Frontiers in Psychology..
- Chen, J. & Wang, X. (2022). Crossing borders, writing texts, being evaluated. International Journal of Applied Linguistics. .
- Chen, J., & Zhang, L.J. (2022). L2 Learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis. Language Teaching Research. .
- Chen, J., Zhang, L. J.*, Wang, X., & Zhang, T. (2021). Impacts of Self-Regulated Strategy Development-based revision instruction on English-as-a-foreign-language students’ self-efficacy for text revision: A mixed-methods study. Frontiers in Psychology, 12, https://doi.org/10.3389/fpsyg.2021.670100..
- Chen, J., Zhang, L. J.*, & Parr, J. (2021). Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model. Metacognition and Learning, 17, 191-211. https://doi.org/10.1007/s11409-021-09280-w..
- Chen, J., & Zhang, L. J. (2019). Assessing student-writers’ self-efficacy beliefs about text revision in EFL writing. Assessing Writing, 40, 27–41..
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