This book provides a theoretical and practical framework for understanding the writing strategies used by Singapore primary school students and strategy-based writing instruction conducted in Singapore primary schools. It offers a detailed account of how research into primary students’ writing strategies was investigated in the Singapore context. A unique feature of the book is its two-phase design. In Phase One, primary school students’ writing strategies were found to be positively correlated with their English proficiency. In Phase Two, useful writing strategies were systematically taught to primary school students through strategy-based writing instruction. The book’s description of how to teach writing strategies in a series of nine lessons from a teacher’s perspective is particularly useful. The implications of this study are relevant for language teachers, teacher educators, and researchers.

A review of the literature on learning strategies, describing and classifying learning strategies in second language learning.

This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners’ motivation and confidence to strategize, reflect and succeed in writing. Teng has established herself as one of the prominent scholars in the discussion of self-regulated learning strategies. Her contribution to the fields of L2 writing and strategic learning are undeniable. This monograph is an excellent showing of how her ​endeavors to bring established theories from educational psychology to applied writing research have progressed over a number of methodologically rigorous studies. It should be required reading for anyone with an interest in cultivating strategic writers not only in the Chinese context but worldwide. Nathan Thomas, UCL Institute of Education

English writing is acknowledged as an essential skill for critical thinking, learning, and expression, and most EFL learners find themselves struggling when writing in English due to a lack of writing skills, content knowledge, writing strategies, intrinsic motivation, and fluency development practice. This edited volume, covering innovative approaches such as e-learning, strategy-based instruction, metacognitive training, a minimal grammar approach, writing assessment, and a genre-based approach, aims to innovate writing instruction in Chinese speaking regions, which has traditionally been characterized by rigid, teacher-centered, test-oriented approaches. We aim for this edited volume to provide theoretical underpinnings as well as contemporary practical advice related to EFL writing instruction for Chinese speakers.

In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.

The new edition of Ken Hyland’s text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices––as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout––including revision to case studies and classroom practices––and discussion of Rhetorical Genre Studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.