Psychological Development and Education ›› 2006, Vol. 22 ›› Issue (2): 81-84.

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EFL Writing Students’ Metacognition in the Context of Formal Classroom Instruction

WU Hong-yun   

  1. Foreign Languages School, Renmin University of China, Beijing 100872
  • Online:2006-04-15 Published:2006-04-15

Abstract: This study attempts to set up teaching principles of EFL writing under the theoretical framework of metacognition constructed by J.H.Flavell.The empirical study lasted approximately 10 months,in 2 academic terms.The subjects in the experimental group involved 62 first-year university students from two natural classes.The defining characteristics of metacognition in EFL writing were then analyzed by resorting to such research instruments as openended questionnaire and weekly journal.The results showed that EFL learners'metacognition in writing confirmed the Flavell's theoretical framework of metacognition,which consisted of metacognitive knowledge and metacognitive experiences.Metacognitive knowledge involved three types of knowledge:task,person and strategy whereas metacognitive experiences are either positive or negative.And metacognition is developmental.The findings have significant pedagogical implications for EFL instructors and researchers.

Key words: metacognition, EFL writing, college student

CLC Number: 

  • G441
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