Effects of Cooperative-Metacognitive Instruction on EFL Learners' Writing and Metacognitive Awareness

Autor/in	Teng, Mark Feng
Titel	Effects of Cooperative-Metacognitive Instruction on EFL Learners' Writing and Metacognitive Awareness
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 2, S.179-195 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Teng, Mark Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1835606
Schlagwörter	Metacognition; Prompting; Cooperative Learning; English (Second Language); Second Language Instruction; Writing (Composition); Program Effectiveness; Academic Language; Intervention; Writing Instruction; College Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Benutzerführung; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibübung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Collegestudent; Ausland
Abstract	This study aims to explore the effects of incorporating metacognitive prompts into cooperative learning on students' academic writing and metacognitive awareness. In total, 150 tertiary-level learners were randomly and equally divided into three groups: a cooperative learning group with metacognitive instruction (EG), a metacognitive instruction group (CG1), and a cooperative learning group (CG2). Participants completed a semester-long intervention. Results revealed that the EG students performed best on academic writing and metacognitive regulation; no significant differences were detected between CG1 and CG2. These findings suggest that significant improvement in metacognitive knowledge was not detected in any group. Relevant implications for teaching writing and understanding EFL learners' metacognitive awareness are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01