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. 2022 Sep 2:13:986301.
doi: 10.3389/fpsyg.2022.986301. eCollection 2022.

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

Qiyu Sun  1   2 , Lawrence Jun Zhang  2
Affiliations

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

Qiyu Sun et al. Front Psychol. .

Abstract

Many researchers have acknowledged the role of metacognition in facilitating learning to write in English as a foreign language (EFL). Although research on metacognition has explored learners' metacognitive knowledge and metacognitive strategies in the field of EFL writing, little is known about the nature of learners' metacognitive experiences in EFL writing. To fill such an important gap, this study was designed to assess EFL learners' metacognitive experiences before, during, and after writing. Data were collected from a total of 760 undergraduates through three self-report questionnaires and a writing task. Results from quantitative analyses showed four subcategories of EFL learners' metacognitive experiences in writing: metacognitive feeling, metacognitive judgments/estimates, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Based on the empirical evidence, we propose a model of metacognitive experiences in EFL writing. Theoretical, methodological, and pedagogical implications are discussed.

Keywords: ESL/EFL writing; English as a foreign/second language; metacognition; metacognitive experiences; questionnaire development.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
A three-factor correlated model of pre-writing metacognitive experiences. FD, feeling of difficulty; JGW, judgments of good writing; PWMS, pre-writing metacognitive strategies.
Figure 2
Figure 2
A four-factor correlated model of during-writing metacognitive experiences. EEE, estimate of effort expenditure; NMF, negative metacognitive feelings; PMF, positive metacognitive feelings; ESC, estimate of solution correctness.
Figure 3
Figure 3
A four-factor correlated model of post-writing metacognitive experiences. EEFLW, estimates of EFL writing; PMF, positive metacognitive feelings; OTSMK, online task-specific metacognitive knowledge; OTSMS, online task-specific metacognitive strategies.
Figure 4
Figure 4
A model of EFL learners’ metacognitive experiences in writing.
See this image and copyright information in PMC

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