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Second Handbook of English Language Teaching

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Cover of 'Second Handbook of English Language Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 English Language Teaching in North American Schools
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    Chapter 3 The Struggle for Balance: Policy Borrowing and Continuous Reform in the Practice of English Language Teaching in the Gulf Cooperation Council (GCC) Countries
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    Chapter 4 Behind the Sand Castle: Implementing English Language Teaching Policies in Japan
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    Chapter 5 “English Divide” and ELT in Korea: Towards Critical ELT Policy and Practices
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    Chapter 6 Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China
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    Chapter 7 English Medium Instruction in Higher Education: The Role of English as Lingua Franca
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    Chapter 9 Teaching English as a Third Language
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    Chapter 10 Language Ideologies, Language Policies, and English-Language Teaching in Russia
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    Chapter 11 Promoting Intercultural Competence in English Language Teaching: A Productive Bilingualism Perspective
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    Chapter 12 English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects
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    Chapter 13 Problematizing the Linguistic Goal in English Language Curricula
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    Chapter 14 Critical Literacy as a Pedagogical Goal in English Language Teaching
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    Chapter 15 Developing Language Curricula for Young Language Learners
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    Chapter 16 Languaging and Translanguaging for English Language Teaching
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    Chapter 17 English as an Additional Language: Integrating School-Aged Learners into Mainstream Curriculum
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    Chapter 18 EALD Students at University Level: Strengthening the Evidence Base for Programmatic Initiatives
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    Chapter 19 English for Specific Purposes: Some Influences and Impacts
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    Chapter 20 An Interdisciplinary and Contextual Approach to Teaching Adults English in the Workplace
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    Chapter 21 Using Assessment to Enhance Learning in English Language Education
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    Chapter 22 English Language Teacher Assessment Literacy in Practice
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    Chapter 23 Dynamic Assessment: Co-constructing the Future with English Language Learners
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    Chapter 24 Assessment of Young English Learners in Instructional Settings
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    Chapter 25 Standardized Language Proficiency Tests in Higher Education
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    Chapter 26 Postentry English Language Assessment in Universities
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    Chapter 27 Feedback for Enhanced English Language Learning
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    Chapter 28 English Language Teaching in China: Developing Language Proficiency Frameworks
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    Chapter 30 Fairness and Social Justice in English Language Assessment
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    Chapter 31 Teaching Young Language Learners
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    Chapter 32 The Adolescent English Language Learner: Identities Lost and Found
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    Chapter 33 Understanding English Language Learners’ Pragmatic Resistance
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    Chapter 34 Imagined Communities, Identity, and English Language Learning in a Multilingual World
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    Chapter 35 Mediating L2 Learning Through Classroom Interaction
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    Chapter 36 Creating a Motivating Classroom Environment
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    Chapter 37 Language Learning Strategies: Insights from the Past and Directions for the Future
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    Chapter 38 Autonomy and Its Role in English Language Learning: Practice and Research
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    Chapter 39 Creating a Technology-Rich English Language Learning Environment
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    Chapter 40 Language Learner Engagement: Setting the Scene
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    Chapter 41 Pronunciation in English as Lingua Franca
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    Chapter 42 Current Perspectives on Vocabulary Teaching and Learning
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    Chapter 43 A Relevant Pedagogic Grammar for Today’s Classrooms
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    Chapter 44 Comprehending Speech Genres for the Listening Classroom
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    Chapter 45 Student Writing in Higher Education
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    Chapter 46 Digital Literacies for English Language Learners
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    Chapter 47 Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
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    Chapter 48 English Learners with Disabilities: Linguistic Development and Educational Equity in Jeopardy
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    Chapter 49 Applications of Usage-Based Approaches to Language Teaching
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    Chapter 50 Content and Language Integrated Learning in Hong Kong
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    Chapter 51 Qualitative Approaches to Classroom Research on English-Medium Instruction
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    Chapter 52 Action Research in English Language Teaching: Contributions and Recent Developments
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    Chapter 53 “Research by Design”: Forms of Heuristic Research in English Language Teaching
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    Chapter 54 The What and How of English Language Teaching: Conversation Analysis Perspectives
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    Chapter 55 Autoethnography and Ethnography in English Language Teaching
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    Chapter 56 Critical Research in English Language Teaching
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    Chapter 57 Feeling Rules and Emotion Labor: A Poststructural-Discursive Approach to English Language Teachers’ Emotions
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    Chapter 58 Teacher Learning and Technology-Enhanced Teacher Education
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    Chapter 59 Language Teacher Cognition: Perspectives and Debates
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    Chapter 60 Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy
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    Chapter 61 Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China
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    Chapter 62 The Global Scope and Politics of English Language Teaching: Section Introduction
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    Chapter 63 The Goals and Focus of the English Language Teaching Program: Section Introduction
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    Chapter 64 Assessment and Evaluation in English Language Teaching: Section Introduction
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    Chapter 65 The Learner and the Learning Environment: Section Introduction
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    Chapter 66 Constructs of Language in English Language Teaching: Section Introduction
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    Chapter 67 Research and Teacher Education in English Language Teaching: Section Introduction
Attention for Chapter 47: Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
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Citations

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Readers on

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Chapter title
Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
Chapter number 47
Book title
Second Handbook of English Language Teaching
Published by
Springer, Cham, January 2019
DOI 10.1007/978-3-030-02899-2_47
Book ISBNs
978-3-03-002897-8, 978-3-03-002899-2
Authors

Donglan Zhang, Lawrence Jun Zhang, Zhang, Donglan, Zhang, Lawrence Jun

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 97 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 97 100%

Demographic breakdown

Readers by professional status Count As %
Lecturer 14 14%
Student > Ph. D. Student 11 11%
Student > Doctoral Student 6 6%
Researcher 5 5%
Student > Master 5 5%
Other 13 13%
Unknown 43 44%
Readers by discipline Count As %
Linguistics 17 18%
Social Sciences 14 14%
Arts and Humanities 8 8%
Computer Science 2 2%
Nursing and Health Professions 2 2%
Other 8 8%
Unknown 46 47%