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

ABSTRACT: 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 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

SUBMITTER: Huang Y 

PROVIDER: S-EPMC9707692 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature