A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers.

ABSTRACT:

Introduction

This study-drawing upon data from a questionnaire-examined 503 Chinese university students' metacognitive strategies in writing (MSW). The focus was on Chinese student writers who are learning English as a foreign language (EFL).

Methods

The examination was conducted through a survey on MSW and a writing test administered at the end of the semester. We employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for data analysis. Multiple regression analysis was also adopted for understanding the predictive effects of strategies on writing performance.

Results

The findings provided validity to MSW, including person, task, strategies, planning, monitoring, and evaluating. The different components of MSW were reported to significantly

SUBMITTER: Qin C 

PROVIDER: S-EPMC9812580 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature