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

Frontiers in Psychology

article

Yu Huang¹  Lawrence Jun Zhang² 

[1] School of Foreign Languages and Literature, Wuhan University;Faculty of Education and Social Work, University of Auckland

关键词: Metacognitive strategy use;    L2 writing;    process-genre appraoch;    Argumentative writing;    think-aloud protocols (TAPs);   

DOI  :  10.3389/fpsyg.2022.1036831

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

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 (n=40) taught by the process-genre writing approach and a comparison group (n=32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students' changes in their conceptualised 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.

【 授权许可】

CC BY