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Cited by 135EFL/ESL Teaching and LearningSecond Language Acquisition and LearningReading and Literacy Development

The DOI matches its Crossref record; 63 of the 65 references it cites were found in a registry or an index.

Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer

Aghaie, Reza, Zhang, Lawrence Jun·2012·Instructional Science
DOI 10.1007/s11251-011-9202-5
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Crossref · 10.1007/s11251-011-9202-5

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63 of 63 references verified0 citation errors · 0 not checkable

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Citations

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Show all 65 references

Research works printed but not linked: 10

  1. Anderson, N. J. (2002b). Using telescopes, microscopes, and kaleidoscopes to put metacognition into perspective. TESOL Matters, 12, 1–3.
  2. Byrd, E. H. (1999). Paired college study-reading courses: An investigation of the effectiveness of a reduced credit metacognitive model. Unpublished doctoral dissertation, Brigham Young University, Utah.
  3. Byrd, E. H., Carter, E. C., & Waddoups, S. D. (2001). Taking control of your college reading and learning. Boston, MA: Heinle & Heinle.
  4. Chamot, A. U. (1994). A Model for Learning Strategies Instruction in the Foreign language Classroom. In J. E. Alatis (Ed.), Georgetown University roundtable on linguistics and applied linguistics (pp. 323–326). Washington: Georgetown University Press.
  5. Greenfell, M., & Macaro, E. (2007). Claims and critiques. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 9–28). Oxford: Oxford University Press.
  6. Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision and some non-implications for the classroom. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood-Smith, & M. Swain (Eds.), Foreign and second language pedagogy research. Clevedon, UK: Multilingual Matters.
  7. Nelson, J. (1977). Nelson language proficiency test. Cambridge: Cambridge University Press.
  8. Richards, J. C., Hull, J., & Proctor, S. (2003). New interchange, book 3: Teachers’ edition. Cambridge: Cambridge University Press.
  9. Vygotsky, L. S. (1986). Thoughts and language. Cambridge, MA: The MIT Press.
  10. Zhang, Z. H., & Zhang, L. J. (2011). Developing and validating a listening comprehension problems scale for enhancing Chinese university students’ metacognitive awareness of L2 listening. Journal of Asia TEFL, 8, 318–335.

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Metadata

Authors
Aghaie, R., & Zhang, L. J.
Affiliations
  • Urmia University (IR)
  • University of Auckland (NZ)
Corresponding author
Zhang, Lawrence Jun
ORCID
Zhang, Lawrence Jun
Venue
Instructional Science
Publisher
Springer Science and Business Media LLC
Published
2012-01-06
Volume
40
Issue
6
Pages
1063-1081
ISSN
  • 0020-4277 (ISSN-L)
  • 1573-1952
DOI
10.1007/s11251-011-9202-5
OpenAlex
W2057194314
Cited by
135
References
65
Citations by year
2026: 11 · 2025: 9 · 2024: 4 · 2023: 11 · 2022: 15 · 2021: 14 · 2020: 7 · 2019: 9 · 2018: 13 · 2017: 18 · 2016: 4 · 2015: 7 · 2014: 6 · 2013: 5 · 2012: 2
FWCI
47.70
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • Instructional Science (publishedVersion)
  • ResearchSpace (University of Auckland) (submittedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
explicit instruction, reading strategies, cognitive strategies, metacognitive strategies, strategy transfer, reading comprehension, EFL reading, strategy-based instruction, Iranian EFL learners

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