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
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer.”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Aghaie and Zhang 2012
In the citing paper
“Additionally, our findings confirm previous evidence that hybrid training improves near-transfer performance (e.g., Aghaie and Zhang 2012).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Aghaie and Zhang 2012
In the citing paper
“However, these far-transfer processes have not yet been shown empirically, in contrast to near-transfer processes (e.g., Aghaie and Zhang 2012).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Aghaie and Zhang 2012
Citations
Cites
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Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
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Learning Strategies in Second Language Acquisition
Hosenfeld, C., O’Malley, J. M., & Chamot, A. U. (1992) · Modern Language Journal · doi:10.2307/329782 · Cited by 2,935
Learning Strategies in Second Language Acquisition
O'Malley, J. M., & Chamot, A. U. (1990) · doi:10.1017/cbo9781139524490 · Cited by 2,771
Language learning strategies what every teacher should know
Oxford, R. L. (1990) · Cited by 2,164
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Cohen, A. D. (2014) · Routledge eBooks · doi:10.4324/9781315833200 · Cited by 2,142
Research works printed but not linked: 10
- Anderson, N. J. (2002b). Using telescopes, microscopes, and kaleidoscopes to put metacognition into perspective. TESOL Matters, 12, 1–3.
- 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 Unpublished doctoral dissertation, Brigham Young University, Utah.
- Byrd, E. H., Carter, E. C., & Waddoups, S. D. (2001). Taking control of your college reading and learning. Boston, MA: Heinle & Heinle.
- 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.
- 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.
- 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.
- Nelson, J. (1977). Nelson language proficiency test. Cambridge: Cambridge University Press.
- Richards, J. C., Hull, J., & Proctor, S. (2003). New interchange, book 3: Teachers’ edition. Cambridge: Cambridge University Press.
- Vygotsky, L. S. (1986). Thoughts and language. Cambridge, MA: The MIT Press.
- 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.
Cited by
Sorted by citations
Toward a Dynamic, Multidimensional Research Framework for Strategic Processing
Dinsmore, D. L. (2017) · Educational Psychology Review · doi:10.1007/s10648-017-9407-5 · Cited by 136
The impact of metacognitive scaffolding and monitoring on reading comprehension
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014) · System · doi:10.1016/j.system.2013.12.020 · Cited by 129
Self-citationLanguage learning strategy research in System: Looking back and looking forward
Zhang, L. J., Thomas, N., & Qin, T. L. (2019) · System · doi:10.1016/j.system.2019.06.002 · Cited by 108
Self-citationTransfer of metacognitive skills in self-regulated learning: an experimental training study
Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09237-5 · Cited by 105
An Interactive Layers Model of Self-Regulated Learning and Cognitive Load
Wirth, J., Stebner, F., Trypke, M., Schuster, C., & Leutner, D. (2020) · Educational Psychology Review · doi:10.1007/s10648-020-09568-4 · Cited by 128
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
- Published
- 2012-01-06
- Volume
- 40
- Issue
- 6
- Pages
- 1063-1081
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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