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ERIC Number: EJ1024849
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-8416
Metacognitive Awareness of EFL Student Writers in a Chinese ELT Context
Ruan, Zhoulin
Language Awareness, v23 n1-2 p76-90 2014
This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT) context through small-group interviews with 51 English-major students prior to an English writing course. Findings show that motivation, self-efficacy, and writing anxiety constitute students' awareness of person variables influencing their EFL writing, whereas their task awareness involves task purposes, task constraints, and cross-language task interference. Strategy awareness of planning, text generating, and revising was found typical of novice EFL student writers. The paper proposes an interactional model of EFL student writers' metacognitive awareness that intends to describe and explain the intertwining nature of the complex process underlying their EFL writing.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China