Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach

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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
dc.identifier.citation (2022). Frontiers in Psychology, 13, 1036831-.
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>
dc.publisher Frontiers
dc.relation.ispartofseries Frontiers in Psychology
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/
dc.subject Clinical Research
dc.subject Clinical Trials and Supportive Activities
dc.subject 1701 Psychology
dc.subject 1702 Cognitive Sciences
dc.title Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach
dc.type Journal Article
dc.identifier.doi 10.3389/fpsyg.2022.1036831
pubs.begin-page 1036831
pubs.volume 13
dc.date.updated 2022-12-11T21:19:21Z
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
dc.identifier.eissn 1664-1078
pubs.record-created-at-source-date 2022-12-12
pubs.online-publication-date 2022-11-15

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