Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness
Bibliographic Data
| ID | 21485035 |
|---|---|
| Authors | Mark Feng Teng (0000-0002-5134-8504, University of Macau, corresponding author) |
| Year | 2022 |
| Volume | 42 |
| Issue | 2 |
| Pages | 179-195 |
| Publication date | 2022-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2020.1835606 |
| OpenAlex | W3095723240 |
| Language | EN |
| Citations received | 8 |
| References cited | 51 |
This study aims to explore the effects of incorporating metacognitive prompts into cooperative learning on students’ academic writing and metacognitive awareness. In total, 150 tertiary-level learners were randomly and equally divided into three groups: a cooperative learning group with metacognitive instruction (EG), a metacognitive instruction group (CG1), and a cooperative learning group (CG2). Participants completed a semester-long intervention. Results revealed that the EG students performed best on academic writing and metacognitive regulation; no significant differences were detected between CG1 and CG2. These findings suggest that significant improvement in metacognitive knowledge was not detected in any group. Relevant implications for teaching writing and understanding EFL learners’ metacognitive awareness are discussed
Cognition · Mathematics education · Metacognition · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment
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Synthesizing Empirical Research on Learner Metacognition in Second Language Writing
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Collaborative Writing in L2 Classrooms
Research Genres
Metacognition
Teaching and Learning Second Language Listening
Genre and Second Language Writing
A conceptual analysis of five measures of metacognitive monitoring
A Questionnaire‐Based Validation of Multidimensional Models of Self‐Regulated Learning Strategies
Assessing Metacognitive Awareness
Metacognition and learning
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
Cooperative Learning
A Cognitive Load Approach to Collaborative Learning
Research on Cooperative Learning and Achievement
Young learners’ reading and writing performance
Students’ Metacognitive Knowledge about Writing
Effects of the Manipulation of Cognitive Processes on EFL Writers' Text Quality
Metacognition in L2 Listening
Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency
Metacognition and cognitive monitoring
Improve
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
| Unique citing works | 8 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |