Frontiers in Psychology | |
Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach | |
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
【 预 览 】
Files | Size | Format | View |
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RO202307160005477ZK.pdf | 1554KB | download |