Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study

Ma, Maggie; Teng, Mark Feng

doi:10.1515/9781501512643-006

Cited by 6 publications

(9 citation statements)

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“…Second, self‐regulatory efficacy significantly predicted AWP. This result supports previous findings underscoring the essential role of metacognitive control in fostering active writing engagement (Ma & Teng, 2021; F. Teng, 2016, 2019b; F. Teng et al, 2021). The results also reflected Flower and Hayes's (1980) cognitive model of writing, which highlighted various cognitive processes or strategies (e.g., planning, translating, and reviewing).…”

Section: Discussionsupporting

confidence: 91%

“…Second, self-regulatory efficacy significantly predicted AWP. This result supports previous findings underscoring the essential role of metacognitive control in fostering active writing engagement (Ma & Teng, 2021;F. Teng, 2016F.…”

Section: The Predictive Effects Of Self-efficacy Beliefs On Academic ...supporting

confidence: 91%

“…The review stage involves evaluating and revising the text as it is translated. Collectively, these stages call for executive control over the composing process, highlighting the predictive contribution of self‐efficacy to the use of metacognitive strategies for writing (Ma & Teng, 2021; F. Teng, 2019b; F. Teng et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessing academic writing self‐efficacy belief and writing performance in a foreign language context

Teng

Wang

2022

Foreign Language Annals

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The Challenge Self-efficacy belief is thought to develop students' academic writing performance, but does it in a foreign language context? Can we conceptualize and develop a theoretically vigorous scale with robust psychometric properties to evaluate students' self-efficacy beliefs about academic writing in a foreign language context? This article extends previous work on assessing self-efficacy beliefs and L2 writing by exploring the multifaceted structure of self-efficacy beliefs in foreign language academic writing settings.

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Section: Discussionsupporting

confidence: 91%

Section: The Predictive Effects Of Self-efficacy Beliefs On Academic ...supporting

confidence: 91%

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Assessing academic writing self‐efficacy belief and writing performance in a foreign language context

Teng

Wang

2022

Foreign Language Annals

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“…According to Harris and Graham (2009), students who lack important strategies for planning, producing, organizing, and revising text may have difficulty in generating ideas and selecting topics. In contrast, those who frequently adopt writing strategies may be able to negotiate the rules and mechanics of writing, focus on the organization, form and features, and evaluate the communication between author and reader (Ma & Teng, 2021).…”

Section: Metacognition Self-regulation and L2 Writingmentioning

confidence: 99%

“…Findings demonstrated differences between high-and low-proficiency learners' strategy use, while metacognition instruction could enhance strategy use in both groups. Ma and Teng (2021) tracked two university students' writing processes using focus group interviews with students, student writing (e.g., outlines and drafts), and teacher and peer written feedback. The findings suggest both similarities and variations in the two students' development of knowledge in metacognition.…”

Section: Differences In Developing Self-regulatory Writing Strategiesmentioning

confidence: 99%

Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

2022

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Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts

Wang²,

Teng³

2021

Asia-Pacific Edu Res

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Online learning has emerged as the “new norm” due to the COVID-19 crisis. Compared with institutions’ and teachers’ responses to online teaching, little is known about students’ perceived influence of online assessment practices. The present study explored the perceived effects of learning-oriented online assessment on L2 students’ feedback literacy and individual differences in feedback literacy development from an ecological perspective. We used multiple sources of data, including a survey on student feedback literacy, semi-structured interviews with two focal students, drafts produced by them and related teacher feedback, and supplementary data reflecting the online assessment practices in the course. Results demonstrated that the students held less favorable opinions of the online mode of learning in promoting feedback literacy. However, they perceived positively the development of feedback literacy in the aspects of appreciating feedback, developing judgements, and taking actions. Considerable variations were identified in the development of two focal students’ feedback literacy, especially in the aspects of managing affects and taking actions. The findings revealed the negative influence of misalignment between micro- and macro- factors on student feedback literacy and how such a misalignment interacted with learner factors to influence individual students’ feedback literacy when learning-oriented assessment (LOA) was implemented during COVID-19. The paper proposed a fine-grained model for developing student feedback literacy through learning-oriented online assessment. With a special focus on misalignment, the model provided insights into the interactional dynamics among learners, classroom, and larger contexts in using LOA to enhance student feedback literacy online. Relevant pedagogical implications for developing student feedback literacy within and beyond COVID-19 were discussed.

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Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study

Cited by 6 publications

References 0 publications

Assessing academic writing self‐efficacy belief and writing performance in a foreign language context

Assessing academic writing self‐efficacy belief and writing performance in a foreign language context

Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance

Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts

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