1st Edition
Metacognitive Mindscapes Understanding Secondary EFL Writing Students' Systems of Knowledge
Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students’ writing proficiencies.
The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge – theorized as a system – of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students’ writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered.
The book will appeal to researchers and teachers interested in metacognition and metacognitive 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
