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CORRECTION article

Front. Psychol., 18 August 2021
Sec. Educational Psychology
Volume 12 - 2021 | https://doi.org/10.3389/fpsyg.2021.747252

Corrigendum: Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

This article is a correction to:

  1. Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

    1. Read original article
\nJing ChenJing Chen1Lawrence Jun Zhang Lawrence Jun Zhang2*Xiao WangXiao Wang3Tingting ZhangTingting Zhang2
  • 1College of Foreign Languages, Huazhong Agricultural University, Wuhan, China
  • 2Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
  • 3Teaching and Learning Group, The Royal New Zealand Police College, Wellington, New Zealand

A Corrigendum on
Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study

by Chen, J., Zhang, L. J., Wang, X., and Zhang, T. (2021). Front. Psychol. 12:670100. doi: 10.3389/fpsyg.2021.670100

In the published article, there was an error in affiliation 1 as published. Instead of “School of Foreign Languages, Central China Agricultural University, Wuhan, China”, it should be “College of Foreign Languages, Huazhong Agricultural University, Wuhan, China”.

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: self-regulated strategy development, self-efficacy, text revision, EFL writing, classroom intervention

Citation: Chen J, Zhang LJ, Wang X and Zhang T (2021) Corrigendum: Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students' Self-Efficacy for Text Revision: A Mixed-Methods Study. Front. Psychol. 12:747252. doi: 10.3389/fpsyg.2021.747252

Received: 26 July 2021; Accepted: 27 July 2021;
Published: 18 August 2021.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2021 Chen, Zhang, Wang and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Lawrence Jun Zhang, lj.zhang@auckland.ac.nz

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.