Tertiary-Level Students’ English Writing Performance and Metacognitive Awareness: A Group Metacognitive Support Perspective

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35 Citations (Scopus)

Abstract

Recent research has highlighted the role of group metacognitive guidance in English writing. The present study was to examine 120 Chinese students learning English as a foreign language (EFL) participating in two different group metacognitive support methods for a college writing course—group feedback guidance (GFG) and self-explanation guidance (SEG)—compared with a control group (CG) not receiving metacognitive guidance. This study explored the effects of each method on participants’ writing, transfer ability, and metacognitive awareness. The results indicate that GFG learners demonstrated the highest mean scores on all measures, followed by SEG learners and CG learners. Qualitative data collected from journal entries show that GFG learners tend to exhibit different metacognitive regulation processes, display a high level of task perception, and develop an awareness and use of metacognitive strategies. Discussions and implications based on these findings are compared to studies conducted in Nordic countries.

Original languageEnglish
Pages (from-to)551-568
Number of pages18
JournalScandinavian Journal of Educational Research
Volume64
Issue number4
DOIs
Publication statusPublished - 6 Jun 2020
Externally publishedYes

Keywords

  • group feedback guidance
  • Group metacognitive support
  • metacognitive awareness
  • self-explanation guidance
  • writing

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