Acceso usuarios
China
本文旨在通过一项混合研究考察元认知意识在学术写作中的作用。不仅验证了学术写作中评估元认知知识和策略的一个调查工具, 而且揭示了中国多语学习者的元认知知识、元认知策略和元认知经历如何影响学术写作过程。143名大学三年级多语学生参与了问卷调查, 其中15名学生参加了半结构化访谈。通过探索性因子分析和验证性因子分析得出一个五因子模型, 包括元认知策略(信息管理策略和调试策略)、元认知知识(陈述性知识和程序性知识)、规划、监控和评估。访谈结果发现学习者的元认知经历(例如判断和感受)受其元认知知识的影响, 从而影响他们使用元认知策略的意识。本研究有助于更好地理解元认知在促进多语学生学术写作元认知方面的理论和实践意义。
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.
