dc.contributor.author |
Qin, LT |
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dc.contributor.author |
Zhang, Jun Lawrence |
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dc.date.accessioned |
2019-11-07T21:06:32Z |
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dc.date.issued |
2019-09-01 |
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dc.identifier.citation |
Journal of Writing Research 12(2):394-413 01 Sep 2019 |
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dc.identifier.issn |
2030-1006 |
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dc.identifier.uri |
http://hdl.handle.net/2292/48890 |
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dc.description.abstract |
This paper reports on an exploratory study that investigated the relationship between English as a foreign language (EFL) writers’ reported metacognitive strategy knowledge and their English writing performance in multimedia environments in a Chinese tertiary context. A self-report questionnaire was used to collect data on 126 participants’ metacognitive strategy knowledge and EFL writing scores. Mann-Whitney U Tests were conducted to explore differences between high (n = 65) and low (n = 61) EFL proficiency groups. Analysis of the data revealed that the participants’ metacognitive strategy knowledge was correlated significantly with their writing performance. The high EFL-proficiency group reported having statistically significantly more metacognitive knowledge about three clusters of metacognitive strategies (planning, monitoring, and evaluating) than their low EFL-proficiency counterpart. These important findings point to pedagogical implications that there is a need to integrate metacognitive strategies into teaching and researching EFL writing. |
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dc.publisher |
University of Antwerp |
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dc.relation.ispartofseries |
Journal of Writing Research |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.rights.uri |
https://creativecommons.org/licenses/by-nc-nd/3.0/ |
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dc.title |
English as a foreign language writers’ metacognitive strategy knowledge of writing and their writing performance in multimedia environments |
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dc.type |
Journal Article |
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dc.identifier.doi |
10.17239/jowr-2019.11.02.06 |
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pubs.issue |
2 |
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pubs.begin-page |
394 |
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pubs.volume |
12 |
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dc.rights.holder |
Copyright: The authors |
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pubs.author-url |
http://www.jowr.org/abstracts/vol11_2/Qin_Zhang_2019_11_2_abstract.html |
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pubs.end-page |
413 |
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dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
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pubs.subtype |
Article |
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pubs.elements-id |
783034 |
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pubs.org-id |
Education and Social Work |
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pubs.org-id |
Curriculum and Pedagogy |
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dc.identifier.eissn |
2294-3307 |
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pubs.record-created-at-source-date |
2019-09-28 |
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pubs.online-publication-date |
2019-09-01 |
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