Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach
Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.986301/full |
| _version_ | 1811187541157609472 |
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| author | Qiyu Sun Qiyu Sun Lawrence Jun Zhang |
| author_facet | Qiyu Sun Qiyu Sun Lawrence Jun Zhang |
| author_sort | Qiyu Sun |
| collection | DOAJ |
| description | Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners’ metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners’ metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates through three self-report questionnaires and a writing task. Results from quantitative analyses showed four subcategories of EFL learners’ metacognitive experiences in writing: metacognitive feeling, metacognitive judgments/estimates, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Based on the empirical evidence, we propose a model of metacognitive experiences in EFL writing. Theoretical, methodological, and pedagogical implications are discussed. |
| first_indexed | 2024-04-11T14:05:05Z |
| format | Article |
| id | doaj.art-aad4e9012f7b4db3bb1dc8918b8e4cd3 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T14:05:05Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-aad4e9012f7b4db3bb1dc8918b8e4cd32022-12-22T04:19:56ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.986301986301Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approachQiyu Sun0Qiyu Sun1Lawrence Jun Zhang2School of Foreign Language Education, Jilin University, Changchun, ChinaFaculty of Education and Social Work, The University of Auckland, Auckland, New ZealandFaculty of Education and Social Work, The University of Auckland, Auckland, New ZealandMany researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners’ metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners’ metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners’ metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates through three self-report questionnaires and a writing task. Results from quantitative analyses showed four subcategories of EFL learners’ metacognitive experiences in writing: metacognitive feeling, metacognitive judgments/estimates, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Based on the empirical evidence, we propose a model of metacognitive experiences in EFL writing. Theoretical, methodological, and pedagogical implications are discussed.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.986301/fullESL/EFL writingmetacognitionEnglish as a foreign/second languagequestionnaire developmentmetacognitive experiences |
| spellingShingle | Qiyu Sun Qiyu Sun Lawrence Jun Zhang Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach Frontiers in Psychology ESL/EFL writing metacognition English as a foreign/second language questionnaire development metacognitive experiences |
| title | Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach |
| title_full | Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach |
| title_fullStr | Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach |
| title_full_unstemmed | Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach |
| title_short | Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach |
| title_sort | understanding learners metacognitive experiences in learning to write in english as a foreign language a structural equation modeling approach |
| topic | ESL/EFL writing metacognition English as a foreign/second language questionnaire development metacognitive experiences |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.986301/full |
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