Metacognitive mindscapes: Understanding secondary EFL writing students' systems of knowledge

Sin Wang CHONG

Research output: Book/ReportBooks

Abstract

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students’ writing proficiencies.
The exploration takes into account three facets of metacognitive knowledge namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaire, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge – theorized as a system – of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students’ writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered.
The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge. Copyright © 2020 Routledge.
Original languageEnglish
Place of PublicationOxon, UK
PublisherRoutledge
ISBN (Print)9781138587519
Publication statusPublished - 21 Sep 2020

Citation

Chong, S. W. (2020). Metacognitive mindscapes: Understanding secondary EFL writing students' systems of knowledge. Oxon, UK: Routledge.

Fingerprint Dive into the research topics of 'Metacognitive mindscapes: Understanding secondary EFL writing students' systems of knowledge'. Together they form a unique fingerprint.