Afflerbach, P., & Cho, B. -Y.
(2009) Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69–90). London, UK: Routledge.Google Scholar
Allwright, D., & Hanks, J.
(2009) The developing language learner. An introduction to exploratory practice. London: Palgrave Macmillan. CrossrefGoogle Scholar
Baumeister, R. F., Schmeichel, B. J., & Vohs, K. D.
(2007) Self-regulation and the executive function: The self as controlling agent. In A. W. Kruglanski & E. T. Higgins (Eds.), Social psychology: Handbook of basic principles (2nd ed., pp. 516–539). New York, NY: Guilford Press.Google Scholar
Beck, I. L., & McKeown, M. G.
(1985) Teaching vocabulary: Making the instruction fit the goal. Educational Perspectives 231, 11–15.Google Scholar
Benson, P.
(2001) Teaching and researching autonomy in language learning. London: Pearson Education.Google Scholar
(2007) Autonomy in language teaching and learning (State-of-the-Art article). Language Teaching 401, 21–40. CrossrefGoogle Scholar
Blair, C., & Ursache, A.
(2011) A bidirectional model of executive functions and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 300–320). New York, NY: Guilford Press.Google Scholar
Butler, D. L.
(2002) Individualizing instruction in self-regulated learning. Theory into Practice, 41(2), 81–92. CrossrefGoogle Scholar
Castek, J., Coiro, J., Hartman, D. K., Henry, L. A., Leu, D. J., & Zawilinski, L.
(2007) Thinking about our future as researchers: New literacies, new challenges and new opportunities. In M. B. Sampson, S. Szabo, F. Falk-Ross, M. M. Foote & P. E. Linder (Eds.), Multiple literacies in the 21st century: The twenty-eighth yearbook of the College Reading Association (pp. 31–50). Logan, UT: College Reading Association.Google Scholar
Chamot, A. U.
(2005) The Cognitive Academic Language Learning Approach (CALLA): An update. In P. Richard-Amato & M. Snow (Eds.), Academic Success for English Language Learners (pp. 87–101). White Plains, NY: Longman.Google Scholar
Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J.
(Eds.) (1999) The learning strategies handbook. New York: Longman.Google Scholar
Chan, V., Spratt, M., & Humphreys, G.
(2002) Autonomous language learning: Hong Kong tertiary students. Teaching in Higher Education 161, 1–18.Google Scholar
Chun, D.
(2011) CALL technologies for L2 reading post web. In N. Arnold & L. Ducate (Eds.), Present and future promises of CALL: From theory and research to new directions in language teaching (pp. 131–170). San Marcos, TX: CALICO.Google Scholar
Cobb, T.
(2000) The compleat lexical tutor [Website]. Retrieved July 15th, 2014 from www​.lextutor​.ca.
Coiro, J.
(2011) Predicting reading comprehension on the Internet: Contributions of offline skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43(4), 352–392. CrossrefGoogle Scholar
Coiro, J., & Dobler, E.
(2007) Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. CrossrefGoogle Scholar
Cubillo, M. C. C.
(2002) Dictionary use and dictionary needs of ESP students: An experimental approach. International Journal of Lexicography, 15(3), 206–228. CrossrefGoogle Scholar
Dam, L., & Legenhausen, L.
(1996) The acquisition of vocabulary in an autonomous learning environment-the first months of beginning English. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 265–280). Hong Kong, China: Hong Kong University Press.Google Scholar
Deci, E. L., & Ryan, R. M.
(1995) Human autonomy: The basis for true self-esteem. In M. H. Kernis (Ed.), Efficacy, agency, and self-esteem (pp. 31–49). New York, NY: Plenum.Google Scholar
Dörnyei, Z., & Chan, L.
(2013) Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462. CrossrefGoogle Scholar
Driscoll, M.
(2004) Psychology of Learning for Instruction (3rd edition). London: Pearson.Google Scholar
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S.
(2014) Identity and agency in professional learning. In S. Billett, C. Harteis & H. Gruber (Eds.), International Handbook of Research in Professional and Practice-based Learning (pp. 645–672). Netherlands: Springer.Google Scholar
Flavell, J. H.
(1979) Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist 341, 906–911. CrossrefGoogle Scholar
Folse, K.
(2006) The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 401, 273–93. CrossrefGoogle Scholar
Gardner, D.
(Ed.) (2006) Learner autonomy 10: Integration and support. Dublin: Authentik.Google Scholar
Goh, C., & Taib, Y.
(2006) Metacognitive instruction in listening for young learners. ELT Journal, 63(3), 222–232. CrossrefGoogle Scholar
Gu, Y.
(2007) Strategy-based instruction. In T. Yashima & T. Nabei (Eds.), Proceedings of the International Symposium on English Education in Japan: Exploring New Frontiers (pp. 21–38). Osaka: Yubunsha.Google Scholar
Hacker, D., Dunlosky, J., & Graesser, A.
(Eds.) (1998) Metacognition in educational theory and practice. Mahwah: Lawrence Erlbaum. CrossrefGoogle Scholar
Hu, C. F.
(2012) Fast-mapping and deliberate word-learning by EFL children. Modern Language Journal, 96(3), 439–453. CrossrefGoogle Scholar
Huang, J.
(2006) Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research 101, 95–117. CrossrefGoogle Scholar
(2013) Autonomy, agency and identity in foreign language learning and teaching. Bern: Peter Lang.Google Scholar
Konishi, M.
(2003) Strategies for reading hypertext by Japanese ESL learners. The Reading Matrix, 3(3), 97–119Google Scholar
Kumaravadivelu, B.
(2003) Beyond methods: Macro strategies for language teaching. New Haven: Yale University Press.Google Scholar
Larkin, S.
(2009) Socially mediated metacognition and learning to write. Thinking Skills & Creativity, 4(3), 149–159. CrossrefGoogle Scholar
Laufer, B., & Rozovski-Roitblat, B.
(2011) Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391–411. CrossrefGoogle Scholar
Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., & O’Neil, M.
(2007) What is new about the new literacies of online reading comprehension? In A. Berger, L. Rush & J. Eakle (Eds.), Secondary school reading and writing: What research reveals for classroom practices (pp. 37–68). Chicago, IL: National Council of Teachers of English.Google Scholar
Lin, H., & Chen, T.
(2007) Reading authentic EFL text using visualization and advance organizers in a multimedia learning environment. Language Learning & Technology, 11(3), 83–106.Google Scholar
Lubliner, S., & Smetana, L.
(2005) The effects of comprehensive vocabulary instruction on Title I students’ metacognitive word-learning skills and reading comprehension. Journal of Literacy Research, 37(2), 163–200. CrossrefGoogle Scholar
McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C.
(2003) Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the word building intervention. Scientific studies of reading 71, 75–104. CrossrefGoogle Scholar
McGarry, D.
(1995) The role of authentic texts (Vol. 41). Dublin: Authentik.Google Scholar
Nakata, T.
(2008) English vocabulary learning with word lists, word cards and computers: Implications from cognitive psychology research for optimal spaced learning. ReCALL 201, 3–20. CrossrefGoogle Scholar
Nassaji, H., & Tian, J.
(2010) Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397–419. CrossrefGoogle Scholar
Nation, I. S. P.
(2011) Learning and Teaching Vocabulary: Collected Writings. Shanghai: Shanghai Foreign Language Education Press.Google Scholar
(2013) Learning vocabulary in another language (2nd edition). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Natri, T.
(2007) Active learnership in continuous self- and peer-evaluation. In A. Barfield & S. H. Brown (Eds.), Reconstructing autonomy in language education: Inquiry and innovation (pp. 108–120). London: Palgrave Macmillan. CrossrefGoogle Scholar
Nguyen, L. T. C.
(2009) Learner autonomy and EFL learning at the tertiary level in Vietnam. Unpublished doctoral dissertation. Victoria University of Wellington, Victoria, New Zealand.Google Scholar
Nguyen, L. T. C., & Gu, Y. Q.
(2013) Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research 171, 9–30. CrossrefGoogle Scholar
Nix, M.
(2003) Writing autonomy; or ‘It’s the content, stupid!’ In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 197–212). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.Google Scholar
O’Malley, J. M., & Chamot, A. U.
(1990) Learning strategies in second language acquisition. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Paribakht, S., & Wesche, M.
(1996) Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. The Canadian Modern Language Review 521, 155–78. CrossrefGoogle Scholar
Park, H. -R., & Kim, D.
(2011) Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education 571, 2156–2166. CrossrefGoogle Scholar
Park, J., Yang, J., & Hsieh, Y. C.
(2014) University level second language readers’ online reading and comprehension strategies. Language Learning & Technology, 18(3), 148–172.Google Scholar
Pino-Silva, J.
(1993) Untutored vocabulary acquisition and second language reading ability. Reading in a Foreign Language, 9(2), 845–857.Google Scholar
Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J.
(2007) Intervening in the use of strategies. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: 30 years of research and practice (pp. 141–160). Oxford: Oxford University Press.Google Scholar
Rubin, J., & McCoy, P.
(2008) Tasks and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 294–305). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Schmitt, N.
(2008) Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. CrossrefGoogle Scholar
Sert, N.
(2006) EFL student teachers’ learning autonomy. The Asian EFL Journal Quarterly 81, 180–201.Google Scholar
Shanbei Reading
(2014) A program for online reading. Retrieved July 25th, 2014 from http://​apps​.wandoujia​.com​/apps​/com​.shanbay​.reader
Teng, F.
(2014a) Incidental vocabulary learning by assessing frequency of word occurrence in a Graded Reader: Love or money. LEARN Journal, 7(2), 36–50.Google Scholar
(2014b) Research into practice: Strategies for teaching and learning vocabulary. Beyond Words, 2(2), 41–57.Google Scholar
(2015a) Assessing learner autonomy and EFL vocabulary acquisition: A case study. Beyond Words 31, 78–99.Google Scholar
(2015b) Extensive reading plus explicit vocabulary exercises: Is it better than extensive reading-only? Malaysian Journal of ELT Research, 11(2), 82–101.Google Scholar
(2016) Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills & Creativity, 221, 289–302. CrossrefGoogle Scholar
(2018) Autonomy, agency, and identity in teaching and learning English as a foreign language. Singapore: Springer.Google Scholar
Teng, F., & He, F.
(2015) Towards effective reading instruction for Chinese EFL students: Perceptions and practices of lexical inferencing. The English Teacher, 44(2), 56–73.Google Scholar
Van Zealand, H., & Schmitt, N.
(2013) Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609–624. CrossrefGoogle Scholar
Wells, J. C., & Narkon, D. E.
(2011) Motivate students to engage in word study using vocabulary games. Intervention in School and Clinic 471, 45–49. CrossrefGoogle Scholar
Wenden, A. L.
(2002) Learner development in language learning. Applied Linguistics, 23(1), 32–55. CrossrefGoogle Scholar
Wesche, M., & Paribakht, T. S.
(1996) Assessing L2 vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review 531, 13–40. CrossrefGoogle Scholar
White, C.
(1995) Autonomy and strategy use in distance foreign language learning: Research findings. System 231, 207–221. CrossrefGoogle Scholar
Zhang, L. M., & Aryadoust, V., & Zhang, L. J.
(2014) Development and validation of the Test Takers’ Metacognitive Awareness Reading Questionnaire (TMARQ). The Asia-Pacific Education Researcher 231, 37–51. CrossrefGoogle Scholar
Zheng, Y., & Cheng, L. Y.
(2008) Test review: College English Test (CET) in China. Language Testing 251, 417.Google Scholar
Zimmerman, B. J.
(2002) Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–71. CrossrefGoogle Scholar
Cited by

Cited by 6 other publications

Reynolds, Barry Lee
2020. Situated incidental vocabulary acquisition: The effects of in-class and out-of-class novel reading . Applied Linguistics Review 0:0 Crossref logo
Teng, (Mark) Feng
2019.  In Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language,  pp. 1 ff. Crossref logo
Teng, (Mark) Feng
2020. Retention of new words learned incidentally from reading: Word exposure frequency, L1 marginal glosses, and their combination. Language Teaching Research 24:6  pp. 785 ff. Crossref logo
Teng, (Mark) Feng
2022. Vocabulary learning through videos: captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning 35:3  pp. 518 ff. Crossref logo
Teng, Mark Feng & Barry Lee Reynolds
2019.  In English Literacy Instruction for Chinese Speakers,  pp. 369 ff. Crossref logo
Teng, Mark Feng & Danyang Zhang
2021. The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching 0:0 Crossref logo

This list is based on CrossRef data as of 18 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.