Metacognitive strategy use in L2 writing assessment

Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach

“…In our study, participants reported three subcategories of online task-specific metacognitive strategies: planning, monitoring, and evaluating, which have also been reported in previous research on metacognitive strategies in L2 learning (Bai et al, 2014;De Silva and Graham, 2015;Amini et al, 2020;Zhao and Liao, 2021). EFL writers in this study tended to plan before writing and monitor their writing process and evaluate their language use after finishing writing tasks; it is noted that online task-specific metacognitive strategies can also be conscious processes.…”

“…The above studies have supported the facilitative role of metacognitive knowledge and metacognitive strategies in L2 writing. Some prior studies, however, have produced mixed results on the L2 writing process as these studies were conducted in different learning contexts (Karlen, 2017;Zhao and Liao, 2021;. In addition, metacognitive knowledge and metacognitive strategies have not been sufficiently discussed, specifically in the context of EFL writing, arguably, one of the most challenging learning settings.…”

“…The findings of his questionnaire correspond to Schraw's (1998) categorization of metacognitive knowledge. In a more recent study, Zhao and Liao (2021) developed a 6-point Likert scale with 18 items to investigate L2 writers' metacognitive strategies use in an authentic writing assessment context. Results revealed that L2 writers' metacognitive strategies included five types: task interpretation, planning, translating, evaluating and monitoring, and revising.…”

“…Wenden's (1987) early seminal work on metacognition provided insight into L2 teaching and learning, attracting much attention from L2 writing researchers and instructors in their debate and discussion on the theoretical (e.g., Lee and Mak, 2018;Zhang, 2018, 2019) and practical implications (e.g., Negretti and McGrath, 2018;Sun et al, 2021;. While much of the research on metacognition in L2 writing has focused on the nature and the role of metacognitive knowledge (e.g., Ruan, 2014;Teng, 2020;Teng and Zhang, 2021) and metacognitive strategies (e.g., Qin and Zhang, 2019;Zhao and Liao, 2021;, there are still issues that need to be addressed.…”

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

“…As the existing literature on L2 grit and CSA echoes, to date, no identical studies have been conducted to gauge the possible interplay between them. Previous studies highlighted that language learning is a cognitive activity that asks for active and engaged participants (Yang, 2021 ; Zabihi, 2018 ; Zhao & Liao, 2021 ). Shafiee Rad and Jafarpour ( 2022 ) evidenced that learner L2 grit, emotion regulation, and resilience are correlated.…”