Abstract:This quantitative study investigates metacognitive knowledge (i.e., knowledge about text characteristics and writing strategies) and metalinguistic awareness (i.e., awareness of metalanguage and language rules) of Years Ten and Eleven Sydney high school writers across three groups: Chinese-English biliterates, Chinese-English bilinguals, and English monolinguals. It also examines the relationship between the three groups’ levels of metacognition and text quality in English, and the relationship between the bil… Show more
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