1st Edition
Metacognitive Mindscapes Understanding Secondary EFL Writing Students' Systems of Knowledge
1 Introduction
2 Literature review
3 Methodology
4 Metacognitive knowledge system of high-proficiency students
5 Metacognitive knowledge system of average-proficiency students
6 Metacognitive knowledge system of low-proficiency students
7 Comparison of metacognitive knowledge systems and implications
Biography
Sin Wang Chong is Lecturer (Assistant Professor) in TESOL at the School of Social Sciences, Education and Social Work, Queen’s University Belfast, UK. His research interests include assessment feedback, computer-assisted language learning, learner/teacher autonomy, and research methodologies (qualitative and systematic review). He is Associate Editor of the Taylor & Francis journal Innovation in Language Learning and Teaching.
'Chong’s book fills an increasingly crucial gap in the research on metacognitive strategies to support primary L2 writing students’ processes of knowledge acquisition and synthesis. It is also a crossover book, contributing valuably to the body of scholarly research on metacognition and scaffolding lesson-plan development for frontline English L2 teachers working with late primary and early secondary English language learners. This, perhaps more than any other book to date, is a combination of research and practical application geared to further researchers’, educators’, and students’ own understanding of how they come to think about the process and practice of writing from an integrative, personal, and social perspective.' - Lori Howe, University of Wyoming, USA
