Chinese Students’ Metacognitive Experiences in Learning to Write in English as a Foreign Language (EFL): Metacognitive Growth and Writing Development
type: CreativeWork
description: Many researchers have acknowledged the facilitating role of metacognition in learning to write in English as a foreign language (EFL). Although research on metacognitive knowledge and metacognitive strategies in the field of EFL writing has flourished, little is known about the effect of learners’ metacognitive experiences on their learning of EFL writing. To fill such an important gap, this study had three main focuses: 1) investigating Chinese students’ metacognitive experiences in learning EFL writing through developing and validating three scales to measure them; 2) examining the relationship between the EFL learners’ metacognitive experiences and their writing performance in terms of complexity, accuracy, fluency, and overall writing quality; and 3) measuring their progression in metacognitive experiences and development in EFL writing proficiency. In addition, it took into account the role of Chinese cultures of learning in affecting these students’ learning of EFL writing. This study recruited 901 second-year non-English-major undergraduates (i.e., two independent samples of 340 and 561 undergraduates) from a national university in Northeast China and employed a mixed-methods research design with two phases: scale development and main study. The purpose of scale development was to taxonomise Chinese students’ metacognitive experiences in learning EFL writing. Three questionnaires were developed and validated to measure the EFL learners’ metacognitive experiences in learning to write. The three newly developed questionnaires are the Pre-Writing Metacognitive Experiences Questionnaire (PWMEQ), the During-Writing Metacognitive Experiences Questionnaire (DWMEQ), and the Post-Writing Metacognitive Experiences Questionnaire (POWMEQ). Data were collected from 340 undergraduates at the focal university. Results of exploratory factor analysis generated a taxonomy of students’ metacognitive experiences in learning EFL writing. The main study of this research included a…
abstract: Many researchers have acknowledged the facilitating role of metacognition in learning to write in English as a foreign language (EFL). Although research on metacognitive knowledge and metacognitive strategies in the field of EFL writing has flourished, little is known about the effect of learners’ metacognitive experiences on their learning of EFL writing. To fill such an important gap, this study had three main focuses: 1) investigating Chinese students’ metacognitive experiences in learning EFL writing through developing and validating three scales to measure them; 2) examining the relationship between the EFL learners’ metacognitive experiences and their writing performance in terms of complexity, accuracy, fluency, and overall writing quality; and 3) measuring their progression in metacognitive experiences and development in EFL writing proficiency. In addition, it took into account the role of Chinese cultures of learning in affecting these students’ learning of EFL writing. This study recruited 901 second-year non-English-major undergraduates (i.e., two independent samples of 340 and 561 undergraduates) from a national university in Northeast China and employed a mixed-methods research design with two phases: scale development and main study. The purpose of scale development was to taxonomise Chinese students’ metacognitive experiences in learning EFL writing. Three questionnaires were developed and validated to measure the EFL learners’ metacognitive experiences in learning to write. The three newly developed questionnaires are the Pre-Writing Metacognitive Experiences Questionnaire (PWMEQ), the During-Writing Metacognitive Experiences Questionnaire (DWMEQ), and the Post-Writing Metacognitive Experiences Questionnaire (POWMEQ). Data were collected from 340 undergraduates at the focal university. Results of exploratory factor analysis generated a taxonomy of students’ metacognitive experiences in learning EFL writing. The main study of this research included a…
author: Sun, Qiyu
license: https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm
date published: 2022
date modified: 2026-07-24T01:03:56Z
provider: University of Auckland
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: ResearchSpace@Auckland

PropertyValue
property ID: Handle
value: https://hdl.handle.net/2292/59765