Article Title：Exploring Chinese multilingual students' metacognitive knowledge, strategies, and experiences in academic writing
Abstract：
This paper examines the role of metacognitive awareness in academic writing in a mixed-method study. In addition to validating an instrument assessing metacognitive knowledge and strategies in the context of academic writing, the study uncovered how Chinese multilingual students' metacognitive knowledge, metacognitive strategies, and metacognitive experiences influence their process of writing. A questionnaire was administered to 143 third-year undergraduate multilingual students and a semi-structured interview was conducted with 15 students. Through exploratory factor analysis and confirmatory factor analysis, a five-factor model was obtained, comprising metacognitive strategies (e.g. information management strategies and debugging strategies), metacognitive knowledge (e.g. declarative knowledge and procedural knowledge), planning, monitoring, and evaluating. The interviews suggested that metacognitive experiences (e.g. judgments and feelings) were shaped by learners' metacognitive knowledge, thus influencing their awareness of metacognitive strategies. The study contributes to a better understanding of the theoretical and pedagogical implications of metacognition in developing multilingual students' academic writing competence. PLAIN LANGUAGE SUMMARY Metacognition refers to thoughts about thoughts. Metacognition comprises three key components: metacognitive strategies, metacognitive knowledge, and metacognitive experiences. Metacognitive awareness refers to ability to recognize the appropriate timing and methods for applying knowledge and strategies. In the process of academic writing, students may use metacognitive strategies (e.g. planning, evaluating, monitoring) to regulate their metacognitive knowledge (e.g. person, task, and strategy). Their metacognitive experiences (e.g. judgement and feelings) influence both metacognitive knowledge and strategies. The theoretical and pedagogical implications promote a deeper understanding of metacognition in the context of academic writing. First, students should be made aware of applying metacognitive knowledge to have a comprehensive understanding of their strengths and weaknesses in completing the academic writing task. Second, teachers need to focus on developing students' abilities to process, organize, and interpret information from the literature accurately and efficiently. Third, educators should also attend to students' affective responses in tasks, which may facilitate the control of other metacognitive components.
Keywords: Multilingual students; metacognition; metacognitive awareness; academic writing
DOI: 10.1080/09658416.2024.2375629
Source：LANGUAGE AWARENESS
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