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An exploratory investigation into th...

Xiao, Yuehai.

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An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China./
作者:	Xiao, Yuehai.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	258 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10129574
ISBN:	9781339874654

An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China.
Xiao, Yuehai.

An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 258 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--New York University, 2016.

This study examined 167 Chinese university sophomore students' metacognitive knowledge about expository writing in English and their metacognitive strategies used in the English writing process. It specifically focused on writers from higher-level and lower-level English classes. Students were surveyed using the Metacognitive Knowledge about Writing Survey (MKWS) and the Metacognitive Strategies of Writing Survey (MSWS) (adapted from Y. Wu, 2008, and Wu, Li, & Xie, 2008, respectively), with follow-up interviews with eight student volunteers, four from each writing level.

ISBN: 9781339874654Subjects--Topical Terms:

2122778
Bilingual education.

An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China.
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245 1 3 $a An exploratory investigation into the metacognitive knowledge and metacognitive strategies of university EFL writers in China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 258 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Frank L. Tang.
502 $a Thesis (Ph.D.)--New York University, 2016.
520 $a This study examined 167 Chinese university sophomore students' metacognitive knowledge about expository writing in English and their metacognitive strategies used in the English writing process. It specifically focused on writers from higher-level and lower-level English classes. Students were surveyed using the Metacognitive Knowledge about Writing Survey (MKWS) and the Metacognitive Strategies of Writing Survey (MSWS) (adapted from Y. Wu, 2008, and Wu, Li, & Xie, 2008, respectively), with follow-up interviews with eight student volunteers, four from each writing level.
520 $a Data analysis reflects that the higher-level writers were significantly more aware of the person, task, and strategy variables in writing and used a higher degree of metacognitive strategies, particularly planning and self-evaluating. The lower-level writers seemed to have a meager metacognitive knowledge base of the person, task, and strategy variables in writing and their major concern lay in monitoring their writing for grammar and vocabulary rather than planning and developing their essays.
520 $a Pedagogically, this study has two implications: First, explicit strategy training is necessary to increase Chinese college EFL students' awareness and actual employment of effective writing strategies to help them become autonomous learners of EFL writing. And second, the MKWS and the MSWS writing surveys could be used to diagnose Chinese EFL students' metacognitive knowledge about English writing and develop curricula in writing strategy training. These students need to be trained to constantly remind themselves to adjust their writing plan, check the effectiveness of their writing strategies, and know when, where, and how appropriate writing strategies might be used.
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