dc.contributor.author |
Huang, Yu |
|
dc.contributor.author |
Zhang, Lawrence Jun |
|
dc.date.accessioned |
2023-01-25T01:55:08Z |
|
dc.date.available |
2023-01-25T01:55:08Z |
|
dc.date.issued |
2022-11-15 |
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dc.identifier.citation |
(2022). Frontiers in Psychology, 13, 1036831-. |
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dc.identifier.issn |
1664-1078 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/62577 |
|
dc.description.abstract |
<jats:p>This paper reports on an empirical study that examined changes in L2 writers’ perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with an experimental group (<jats:italic>n</jats:italic> = 40) taught by the process-genre writing approach and a comparison group (<jats:italic>n</jats:italic> = 32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students’ changes in their conceptualized metacognitive strategies. Think-aloud protocols were conducted to gain an in-depth understanding of students’ application of metacognitive strategies and genre knowledge in performing writing tasks. Findings revealed that the process-genre instruction had a significantly positive impact on the “considering the audience” factor, and students’ conception of the audience was clearer and more diversified. An in-depth analysis of the think-aloud protocols showed that the participants incorporated the acquired metacognitive strategies and genre knowledge in completing writing tasks, with more pre-task planning time focused on both global and local aspects. Students’ metacognitive monitoring also shifted from surface-level lexical and grammar regulation to discourse-level text control.</jats:p> |
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dc.publisher |
Frontiers |
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dc.relation.ispartofseries |
Frontiers in Psychology |
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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. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
https://creativecommons.org/licenses/by-nc/4.0/ |
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dc.subject |
Clinical Research |
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dc.subject |
Clinical Trials and Supportive Activities |
|
dc.subject |
1701 Psychology |
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dc.subject |
1702 Cognitive Sciences |
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dc.title |
Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach |
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dc.type |
Journal Article |
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dc.identifier.doi |
10.3389/fpsyg.2022.1036831 |
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pubs.begin-page |
1036831 |
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pubs.volume |
13 |
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dc.date.updated |
2022-12-11T21:19:21Z |
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dc.rights.holder |
Copyright: The authors |
en |
pubs.publication-status |
Published online |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Journal Article |
|
pubs.elements-id |
928410 |
|
pubs.org-id |
Education and Social Work |
|
pubs.org-id |
Curriculum and Pedagogy |
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dc.identifier.eissn |
1664-1078 |
|
pubs.record-created-at-source-date |
2022-12-12 |
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pubs.online-publication-date |
2022-11-15 |
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