Bilişsel Stiller ve Örtük Kültürel Tutumlara İlişkin Sistematik Bir Derleme: Çinli Öğrencilerin İngilizce Yazma Yeterliliğine Etkileri

Öz

Son on yılda (2013–2023) gerçekleştirilen araştırmalar, örtük tutum ölçümünde kaydedilen önemli ilerlemeler ve üretken yapay zekânın ortaya çıkışıyla birlikte, bireysel farklılıkların -özellikle alan bağımlı/bağımsız bilişsel stiller ve örtük kültürel tutumların- Çinli öğrencilerin İngilizce yazma yeterliği üzerindeki etkisine odaklanmıştır. İkinci dil edinimi araştırmalarında ikinci dilde yazmanın karmaşıklığı yaygın olarak kabul edilmesine rağmen, bu belirli bilişsel ve tutumsal faktörler arasındaki etkileşim, Çinli İngilizce öğrenenler arasında hâlâ yeterince araştırılmamıştır. PRISMA rehber ilkeleri doğrultusunda, dört büyük uluslararası akademik veri tabanından (ERIC, BEI, ERC ve Web of Science) 32 çalışmayı analiz ettik. Bulgular, alan bağımsız öğrenenlerin genellikle yapılandırılmış, formüle dayalı yazma öğretiminden daha fazla yararlandığını, alan bağımlı öğrenenlerin ise destekleyici, bağlam açısından zengin ortamlarda daha başarılı olduğunu ortaya koymaktadır. Örtük tutumların, hedef dil kültürüyle etkileşimi ve motivasyonu önemli ölçüde etkilediği, dolayısıyla yazılı anlatımın algılanan özgünlüğünü de etkilediği bulunmuştur. Bu inceleme ayrıca mevcut araştırmalarda ağırlıklı olarak yarı deneysel desenlerin kullanıldığını tespit etmiştir. Farklılaştırılmış yazma öğretimi için pedagojik çıkarımları tartışarak ve bu karmaşık ilişkileri daha da çözümlemek için gelecek araştırma yönelimleri önererek sonuçlandırıyoruz. Özellikle hem bilişsel hem de tutumsal değişkenleri bütünleştiren çalışmalara olan ihtiyacı vurguluyoruz.

Anahtar Kelimeler

• Örtük Tutum
• Bilişsel Stil
• İngilizce Yazma Becerisi
• Bireysel Farklılık

A Systematic Review of Cognitive Styles and Implicit Cultural Attitudes: Effects on Chinese Learners' English Writing Proficiency

Öz

A recent decade of research (2013–2023) marked by significant advancements in implicit attitude measurement and the emergence of generative AI on the impact of individual differences, specifically field-dependent/independent cognitive styles and implicit cultural attitudes, on the English writing proficiency of Chinese learners. Despite the complexity of second language writing, which is widely acknowledged in SLA research, the interplay between these specific cognitive and attitudinal factors remains underexplored among Chinese ESL/EFL learners remains underexplored. Following the PRISMA guidelines, this research analyzed 32 studies from four major international academic databases (ERIC, BEI, ERC, and Web of Science). The findings reveal that field-independent learners often benefit more from structured, formulaic writing instruction, whereas field-dependent learners thrive in supportive, context-rich environments. Implicit attitudes were found to significantly influence motivation and engagement with the target language culture, thereby affecting the perceived authenticity of written expression. The review also identifies a predominant use of quasi-experimental designs in existing research. We conclude by discussing pedagogical implications for differentiated writing instruction and suggesting future research directions to further disentangle these complex relationships. This review concluded by discussing pedagogical implications for differentiated writing instruction and suggesting future research directions to further disentangle these complex relationships. This study emphasizes the need for studies that integrate both cognitive and attitudinal variables.

Anahtar Kelimeler

• Implicit attitude
• Conitive Style
• English Writing Performance
• Individual Difference

Kaynakça

1. Al Maawali, W. S. (2022). Experiential writing through connectivism learning theory: A case study of English language students in Oman higher education. Reflective Practice, 23(3), 305–318. https://doi.org/10.1080/14623943.2021.2021167
2. Al Qunayeer, H. S. (2020). Exploring EFL learners' online participation in online peer writing discussions through a Facebook group. Journal of Information Technology Education: Research, 19, 671–692. https://doi.org/10.28945/4621
3. Alhaider, S. M. (2023). Teaching and learning the four English skills before and during the COVID-19 era: Perceptions of EFL faculty and students in Saudi higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 19. https://doi.org/10.1186/s40862-023-00193-6
4. Al-Hoorie, A. H. (2016). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6(4), 619–649. https://doi.org/10.14746/ssllt.2016.6.4.4
5. Al-Hoorie, A. H. (2017). Implicit attitudes in language learning (Unpublished doctoral dissertation). April.
6. Alkubaidi, M. (2019). An action research on EFL writing dilemmas: A case of Saudi students and instructors. Arab World English Journal, 10(3), 151–164. https://doi.org/10.24093/awej/vol10no3.10
7. Amerstorfer, C. M. (2018). Past its expiry date? The SILL in modern mixed-methods strategy research. Studies in Second Language Learning and Teaching, 8(2), 497–523.
8. Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.

9. Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
10. Baghestani, A. (2018). The comparative effect of teaching formulaic language on field-dependent versus field-independent EFL learners’ writing ability [Unpublished manuscript].
11. Bai, B., & Guo, W. J. (2018). Influences of self-regulated learning strategy use on self-efficacy in primary school students’ English writing in Hong Kong. Reading & Writing Quarterly, 34(6), 523–536. https://doi.org/10.1080/10573569.2018.1499058
12. Baker, W., & Hansen Bricker, R. (2010). The effects of direct and indirect speech acts on native English and ESL speakers’ perception of teacher written feedback. System, 38(1), 75–84. https://doi.org/10.1016/j.system.2009.12.007
13. Banat, H., Sims, R., Tran, P., Panahi, P., & Dilger, B. (2022). Developing intercultural competence through a linked course model curriculum: Mainstream and L2-specific first-year writing. TESOL Journal, 13(1). https://doi.org/10.1002/tesj.613
14. Berson, I. R., Luo, W., & Yang, W. (2021). Narrowing the Digital Divide in Early Childhood: Technological Advances and Curriculum Reforms. Early Education and Development, 33(1), 183–185.
15. Blair, I. V., Dasgupta, N., & Glaser, J. (2015). Implicit attitudes. In M. Mikulincer & P. R. Shaver (Eds.), APA handbook of personality and social psychology (pp. 665–691). Washington, DC: American Psychological Association.
16. Brand, N. (1987). Information processing in depression and anxiety. Psychological Medicine, 17(1), 145–153. https://doi.org/10.1017/S0033291700013040
17. Bozkurt, A. (2023). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198–204. https://doi.org/10.5281/zenodo.7716416
18. Buragohain, D., Punpeng, G., Jaratjarungkiat, S., & Chaudhary, S. (2023). Impact of E-Learning Activities on English as a Second Language Proficiency among Engineering Cohorts of Malaysian Higher Education: A 7-Month Longitudinal Study. Informatics, 10(1), 31. https://doi.org/10.3390/informatics10010031
19. Byram, M. (1989). A model for language and cultural teaching. In D. Sharp (Ed.), Cultural studies in foreign language education (pp. 136–147). Multilingual Matters.
20. Chang, L.-Y., Tang, Y.-Y., Lee, C.-Y., & Chen, H.-C. (2022). The effect of visual mnemonics and the presentation of character pairs on learning visually similar characters for Chinese-as-second-language learners. Frontiers in Psychology, 13, Article 783898. https://doi.org/10.3389/fpsyg.2022.783898
21. Chang, Q. Q., Pan, X. J., Manikandan, N., & Ramesh, S. (2022). Artificial intelligence technologies for teaching and learning in higher education. International Journal of Reliability, Quality and Safety Engineering, 29(5). https://doi.org/10.1142/S021853932240006X
22. Chen, M. R. A., & Hwang, G. J. (2022). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 30(9), 1619–1639. https://doi.org/10.1080/10494820.2020.1734626
23. Chong, I. (2018). Interplay among technical, socio-emotional and personal factors in written feedback research. Assessment & Evaluation in Higher Education, 43(2), 185–196. https://doi.org/10.1080/02602938.2017.1317712
24. Chong, S. W. (2019). The use of exemplars in English writing classrooms: from theory to practice. Assessment & Evaluation in Higher Education, 44(5), 748–763. https://doi.org/10.1080/02602938.2018.1535051
25. Di Gregorio, L., & Beaton, F. (2019). Blogs in the modern foreign languages curriculum: A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students. Higher Education Pedagogies, 4(1), 406–421. https://doi.org/10.1080/23752696.2019.1644660
26. Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589–630). Blackwell.
27. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
28. Ellis, R. (2021). Explicit and implicit oral corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in second language learning and teaching (pp. 341–364). Cambridge University Press. https://doi.org/10.1017/9781108589789.017
29. El-Soussi, A. (2021). Teachers’ perspectives on motivational challenges and strategies in L2 writing classes at higher education institutions in the UAE. Journal of Asia TEFL, 18(1), 57–75. https://doi.org/10.18823/asiatefl.2021.18.1.4.57
30. Engin, M. (2013). Questioning to scaffold: An exploration of questions in pre-service teacher training feedback sessions. European Journal of Teacher Education, 36(1), 39–54. https://doi.org/10.1080/02619768.2012.678485
31. Escorcia, D., & Ros, C. (2019). What variables interact with metacognitive processes related to writing in university students: The role of demographic and education factors. Electronic Journal of Research in Educational Psychology, 17(3), 639–664.
32. Fazio, R. H., & Olson, M. A. (2009). Implicit and explicit measures of attitudes: The perspective of the MODE model. In R. E. Petty, R. H. Fazio, & P. Briñol (Eds.), Attitudes: Insights from the new implicit measures (pp. 19–63). Psychology Press.
33. Ford, C., Faires, D., Hirsh, S., & Carranza, N. (2017). The Significance of Language Study in Library and Information Science: A Comparison of Two Programs in the United States and Honduras. Journal of Education for Library and Information Science, 58(2), 77–93. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1150593&site=ehost-live
34. Galante, A., Okubo, K., Cole, C., Abd Elkader, N., Carozza, N., Wilkinson, C., Wotton, C., & Vasic, J. (2019). Plurilingualism in higher education: A collaborative initiative for the implementation of plurilingual pedagogy in an English for academic purposes program at a Canadian university. TESL Canada Journal, 36(1), 121–133. https://doi.org/10.18806/tesl.v36i1.1305
35. Gawronski, B., & Bodenhausen, G. V. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692–731.
36. Green, K., & Fujita, J. (2016). Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan. English Language Teaching, 9(9), 156–165. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1111004&site=ehost-live
37. Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. (1998). Measuring individual differences in implicit cognition: The implicit association test. Journal of Personality and Social Psychology, 74(6), 1464–1480. https://doi.org/10.1037/0022-3514.74.6.1464
38. Hassan, I., Rahman, A. M. A., & Azmi, M. N. L. (2021). Development of English writing skills through blended learning among ESL learners in Malaysia. Arab World English Journal, 377–389. https://doi.org/10.24093/awej/call7.26
39. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
40. Hava, K. (2021). Exploring the Role of Digital Storytelling in Student Motivation and Satisfaction in EFL Education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
41. He, Y. (2021). Analysis on the Comparison Between Chinese and Western Classroom Teaching. Proceedings of the 7th International Conference on Humanities and Social Science Research (ICHSSR 2021), 554(Ichssr), 63–66. https://doi.org/10.2991/assehr.k.210519.012
42. Hessel, A. K., & Schroeder, S. (2022). Word processing difficulty and executive control interactively shape comprehension monitoring in a second language: An eye-tracking study. Reading and Writing, 35(10), 2287–2312. https://doi.org/10.1007/s11145-022-10269-3
43. Hewings, A., & Coffin, C. (2019). Fostering formative online forums. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 184–205). Cambridge University Press. https://doi.org/10.1017/9781108635547.012
44. Honarzad, R., & Rassaei, E. (2019). The role of EFL learners’ autonomy, motivation, and self-efficacy in using technology-based out-of-class language learning activities. JALT CALL Journal, 15(3), 23–42.
45. Huang, Y.-N., & Hong, Z.-R. (2016). The Effects of a Flipped English Classroom Intervention on Students’ Information and Communication Technology and English Reading Comprehension. Educational Technology Research and Development, 64(2), 175–193. https://doi.org/10.1007/s11423-015-9412-7
46. Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44(6), 863–880. https://doi.org/10.1080/02602938.2018.1545896
47. Irons, A., & Elkington, S. (2022). Enhancing learning through formative assessment and feedback. In Enhancing learning through formative assessment and feedback (2nd ed.). Routledge. https://doi.org/10.4324/9780203934333
48. Ishikawa, M. (2018). Written languaging, learners’ proficiency levels and L2 grammar learning. System, 74, 50–61. https://doi.org/10.1016/j.system.2018.02.017
49. Ishikawa, M., & Suzuki, W. (2023). Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal, 107(S1), 95–112. https://doi.org/10.1111/modl.12817
50. Jiang, C. Z., & Wen, X. (2022). Constructional network at work in second language acquisition. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), Article 14. https://doi.org/10.1186/s40862-022-00140-x
51. Kafipour, R., & Noordin, N. (2021). Field dependent vs. field independent EFL learners’ perceptions of their instructors’ teaching methods in English language classes. Pertanika Journal of Social Sciences & Humanities, 29(S1), 153–168. https://doi.org/10.47836/pjssh.29.s1.13
52. Kim, J. H. (2018). Recasts and prompts in dyadic interaction: Explicitness of feedback and learner proficiency. English Teaching, 73(4), 3–24. https://doi.org/10.15858/engtea.73.4.201812.3
53. Konieczny, P., & Eckert, K. (2022). Teaching liberal arts content via Wikipedia page authoring in an English language learning context. English in Education, 56(4), 309–324. https://doi.org/10.1080/04250494.2021.1982378
54. Laffey, D. (2020). Vocabulary Learning Strategies Preferred by Korean University Students. English Teaching, 75(4), 81–100. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1280287&site=ehost-live
55. Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: advancing the methodology. Implementation Science, 5(1), 69. https://doi.org/10.1186/1748-5908-5-69
56. Liao, R. J. T. (2021). Exploring Task-Completion Processes in L2 Reading Assessments: Multiple-Choice vs. Short-Answer Questions. Reading in a Foreign Language, 33(2), 168–190. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1316853&site=ehost-live
57. Lin, D. T. A., Pandian, A., & Jaganathan, P. (2017). Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development. Reading Matrix: An International Online Journal, 17(2), 40–51. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1154761&site=ehost-live
58. Lin, P.-H., Liu, T.-C., & Paas, F. (2017). Effects of spell checkers on English as a second language students’ incidental spelling learning: a cognitive load perspective. Reading and Writing, 30(7), 1501–1525. https://doi.org/10.1007/s11145-017-9734-4
59. Ma, A., Wong, R. M. H., & Lam, W. Y. K. (2014). Profiling language and culture strategy use patterns of ESL student teachers in study abroad by using self-reported data. Journal of Education for Teaching, 40(3), 307–320. https://doi.org/10.1080/14681366.2014.922121
60. Ma, L. P. F. (2021). Writing in English as an additional language: challenges encountered by doctoral students. HIGHER EDUCATION RESEARCH & DEVELOPMENT, 40(6), 1176–1190. https://doi.org/10.1080/07294360.2020.1809354
61. Malgady, R. G., & Barcher, P. R. (1979). Some information-processing models of creative writing. Journal of Educational Psychology, 71(5), 717–725. https://doi.org/10.1037/0022-0663.71.5.717
62. Mavrou, I. (2020). Working memory, executive functions, and emotional intelligence in second language writing. Journal of Second Language Writing, 50. https://doi.org/10.1016/j.jslw.2020.100758
63. Mawad, F., Trias, M., Gimenez, A., Maiche, A., & Ares, G. (2015). Influence of cognitive style on information processing and selection of yogurt labels: Insights from an eye-tracking study. Food Research International, 74, 1–9.
64. Mendoza, L., Lehtonen, T., Lindblom-Ylänne, S., & Hyytinen, H. (2022). Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System, 106, Article 102759. https://doi.org/10.1016/j.system.2022.102759
65. Mirzaee, A., & Hasrati, M. (2014). The role of written formative feedback in inducing non-formal learning among master’s students. Teaching in Higher Education, 19(5), 555–564. https://doi.org/10.1080/13562517.2014.880683
66. Mohammed, L. A., & Sidek, H. M. (2015). EST Reading Curriculum & Instruction: An Alignment Analysis. Advances in Language and Literary Studies, 6(1), 120–128. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1128094&site=ehost-live
67. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ, 339, b2535. https://doi.org/10.1136/bmj.b2535
68. Molloy, E., & Boud, D. (2014). Feedback models for learning, teaching and performance. In J. M. Spector, D. M. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 413–424). Springer.
69. Morgan-Short, K., Marsden, E., Heil, J., Issa, B. I., Leow, R. P., Mikhaylova, A., Mikolajczak, S., Moreno, N., Slabakova, R., & Szudarskik, P. (2018). Multisite replication in second language acquisition research: Attention to form during listening and reading comprehension. Language Learning, 68(2), 392–437. https://doi.org/10.1111/lang.12292
70. Morgan-Short, K., Marsden, E., Heil, J., Issa, B. I., Leow, R. P., Mikhaylova, A., Mikolajczak, S., Moreno, N., Slabakova, R., & Szudarski, P. (2018). Multisite replication in second language acquisition research: Attention to form during listening and reading comprehension. Language Learning, 68(2), 392–437. https://doi.org/10.1111/lang.12292
71. Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), 1–26. https://doi.org/10.1002/rev3.3292
72. Muslem, A., Yusuf, Y. Q., & Juliana, R. (2018). Perceptions and barriers to ICT use among English teachers in Indonesia. Teaching English with Technology, 18(1), 3–23.
73. Mykytyn, P. P., Jr. (1989). Group Embedded Figure Test (GEFT): Individual differences, performance, and learning effects. Educational and Psychological Measurement, 49(4), 951–959.
74. Nikčević-Milković, A., Balenović, K., & Brala-Mudrovčić, J. (2022). Self-regulated learning and sociodemographic factors in students’ L1/L2 writing proficiency. Journal of Language and Education, 8(1), 106–120. https://doi.org/10.17323/jle.2022.11581
75. Nusrat, A., Ashraf, F., & Narcy-Combes, M. F. (2019). Effect of direct and indirect teacher feedback on accuracy of English writing: A quasi-experimental study among Pakistani undergraduate students. 3L: Language, Linguistics, Literature – The Southeast Asian Journal of English Language Studies, 25(4), 84–98. https://doi.org/10.17576/3L-2019-2504-06
76. Odinokaya, M., Krepkaia, T., Karpovich, I., & Ivanova, T. (2019). Self-regulation as a basic element of the professional culture of engineers. Education Sciences, 9(3), Article 222.
77. Okuda, T. (2020). The writing center and international students in a Japanese university: a language management perspective. Higher Education Research & Development, 39(4), 778–791. https://doi.org/10.1080/07294360.2019.1693515
78. Okuda, T., & Anderson, T. (2018). Second Language Graduate Students’ Experiences at the Writing Center: A Language Socialization Perspective. TESOL Quarterly, 52(2), 391–413. https://doi.org/10.1002/tesq.406
79. Poudel, A. P. (2022). Information and Communication Technology in English Language Teaching: Some Opportunities and Challenges. Journal of Comparative and International Higher Education, 14(4), 103–116. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1363848&site=ehost-live
80. Putra, J. W. G., Teufel, S., & Tokunaga, T. (2023). Improving logical flow in English-as-a-foreign-language learner essays by reordering sentences. Artificial Intelligence, 320, 103935. https://doi.org/10.1016/j.artint.2023.103935
81. Rahnuma, N. (2023). Exploring ESL students’ experiences of academic writing in higher education: A cultural historical activity theory perspective. Education Inquiry, 1–23. https://doi.org/10.1080/20004508.2023.2222450
82. Rao, Z. (2016). Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory. Language Learning Journal, 44(1), 90–106. https://doi.org/10.1080/09571736.2012.733886
83. Rezaee, M., & Farahian, M. (2012). The Case Study of a Field-Independent English Language Learner. Procedia - Social and Behavioral Sciences, 47, 114–119. https://doi.org/10.1016/j.sbspro.2012.06.623
84. Rezazadeh, M., & Zarrinabadi, N. (2021). The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors. Discourse Processes: A Multidisciplinary Journal, 58(10), 869–885. https://doi.org/10.1080/0163853X.2021.1960088
85. Riding, R. J., Glass, A., Butler, S. R., & Pleydell-Pearce, C. W. (1997). Cognitive style and individual differences in EEG alpha during information processing. British Journal of Educational Psychology, 67(2), 219–234. https://doi.org/10.1111/j.2044-8279.1997.tb01242.x
86. Rosborough, A., Zhang, S. A., & McCafferty, S. G. (2021). Teacher self-disclosure in adult ESL curriculum. TESOL Journal, 12(3), e00588. https://doi.org/10.1002/tesj.588
87. Sánchez-Pérez, M. del M. (2023). The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context. Studies in Second Language Learning and Teaching, 13(2), 373–397. https://doi.org/10.14746/ssllt.38279
88. Sarid, M., Peled, Y., & Vaknin-Nusbaum, V. (2021). The relationship between second language college students’ perceptions of online feedback on draft writing and academic procrastination. Reading and Writing, 34(5), 1247–1271. https://doi.org/10.1007/s11145-020-10111-8
89. Schneider, J., & Jin, L. (2022). International Students and Faculty across the Disciplines: A Language Socialization Perspective. JOURNAL OF LANGUAGE IDENTITY AND EDUCATION, 21(1), 30–45. https://doi.org/10.1080/15348458.2020.1777869
90. Shen, L. F., Carter, S., & Zhang, L. J. (2019). EL1 and EL2 doctoral students’ experience in writing the discussion section: A needs analysis. Journal of English for Academic Purposes, 40, 74–86. https://doi.org/10.1016/j.jeap.2019.06.004
91. Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
92. Sun, Y., Peng, D., Ding, G., Qi, T., Desroches, A. S., & Liu, L. (2015). The dynamic nature of assimilation and accommodation procedures in the brains of Chinese-English and English-Chinese bilinguals. Human Brain Mapping, 36(10), 4144–4157. https://doi.org/10.1002/hbm.22904
93. Swacha, K. Y. (2018). Service-Learning in the Second Language Writing Classroom: Future Directions for Research. TESOL Journal, 9(2), 278–298. https://doi.org/10.1002/tesj.321
94. Teng, M. F., Qin, C. H., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4
95. Thurlings, M., Vermeulen, M., Bastiaens, J., & Stijnen, P. (2012). Development of the teacher feedback observation scheme: Evaluating the quality of feedback in peer groups. Journal of Education for Teaching, 38(2), 193–208.
96. Toh, L., Causo, A., Tzuo, P.-W., Chen, I.-M., & Yeo, S. (2016). A review on the use of robots in education and young children. Educational Technology & Society, 19(2), 148–163.
97. Tsao, J. J., Tseng, W. T., Hsiao, T. Y., Wang, C., & Gao, A. X. (2021). Toward a motivation-regulated learner engagement WCF model of L2 writing performance. SAGE Open, 11(2), Article 21582440211023172. https://doi.org/10.1177/21582440211023172
98. Türkben, T. (2019). The effects of creative writing practices on the writing skills of students learning Turkish as a second language. Eurasian Journal of Educational Research, 19(83), 1–26. https://doi.org/10.14689/ejer.2019.83.9
99. Wang, W. (2017). Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education, 42(8), 1280–1292. https://doi.org/10.1080/02602938.2016.1261993
100. Wang, Y. B., & Xu, J. (2023). A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation, and proficiency. Applied Linguistics Review. Advance online publication. https://doi.org/10.1515/applirev-2022-0080
101. Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
102. Witkin, H. A. (1962). Psychological differentiation: Studies of development. Wiley.
103. Witkin, H. A., Moore, C. A., Goodenough, D., & Cox, P. W. (1977). Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications. Review of Educational Research, 47(1), 1–64. https://doi.org/10.3102/00346543047001001
104. Wu, H. (2018). The Effects of Field Independent/Field Dependent Cognitive Styles on Incidental Vocabulary Acquisition under Reading Task. Theory and Practice in Language Studies, 8(7), 813. https://doi.org/10.17507/tpls.0807.12
105. Xie, Q. Z., Cai, Y. Y., & Yeung, S. S. S. (2022). How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English. Reading and Writing. Advance online publication. https://doi.org/10.1007/s11145-022-10360-9
106. Yang, G., Zhou, W., Zhou, H. M., Li, J. W., Chen, X. D., & Tu, Y. F. (2023). An empirical study of the effects of intelligent cognitive diagnostic feedback strategy on L2 writing performance, epistemic structure, and transferability. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11905-3
107. Yücedag, Z., & Sevik, M. (2021). Perceptions of EFL Teachers from Turkey, Germany and Spain on Professional Development and Their Professional Development Activities. International Journal of Curriculum and Instruction, 13(2), 1389–1426. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1291897&site=ehost-live
108. Zhang, H. (2016). Dissimilation in the second language acquisition of Mandarin Chinese tones. Second Language Research, 32(3), 355–379. https://doi.org/10.1177/0267658316644293
109. Zhang, L. J. (2016). Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education. Australian Review of Applied Linguistics, 39(3), 203–232. https://doi.org/10.1075/aral.39.3.01zha