Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels

Wei, Xing

doi:10.1016/j.asw.2020.100452

Cited by 22 publications

(28 citation statements)

References 54 publications

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“…Arguably, a relatively high occurrence of the DM therefore could be accounted for by the genre conventions of a refl ective essay that presuppose an implicit nature of written refl ections without the necessity of arguing for an explicit thesis statement. Given that the explicitness of argument statement is typically not expected in a refl ective essay according to its genre conventions (Wei 2020), it could be assumed that the high frequency of the implicative DM therefore is facilitated by the participants' writing strategies to convey explanation, implicature and suggestion in their refl ective essays.…”

Section: The Use Of Discourse Markersmentioning

confidence: 99%

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Капранов

2020

Prague Journal of English Studies

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This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.

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Section: The Use Of Discourse Markersmentioning

confidence: 99%

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Капранов

2020

Prague Journal of English Studies

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“…The prior conception is closely interlinked with the theory of procedural knowledge proposed by Panahandeh and Asl (2014) who proclaim that having EFL writers obtain intensive familiarization of a wide variety of writing strategies will allow them to view one emerging impediment by lending more versatile lenses in which they are willing to try on other potential effective strategies to accomplish this issue. To restate, it cannot be denied that highly metacognitive awareness writers are the figures who frequently apply a wide variety of writing strategies compared to lower metacognitive awareness writers and the final outcomes of their writing products will testify all of these divergent learning approaches (see Wei, 2020). All of these above-mentioned conceptions are corroborated with the excerpts taken from the interviewees as follow:…”

Section: Findings and Discussionmentioning

confidence: 72%

“…Shortly, proficient EFL writers are more liable to produce highly-qualified writing products since they have fully recognized their intended readers, writing genres, and various types of writing strategies worthwhile to be implemented in the targeted writing dynamics. This set of argument found support from the findings of metacognitive awareness studies conducted by Farahian and Avarzamani (2018) together with Wei (2020) who revealed that higher metacognitive awareness EFL writers outperformed their learning counterparts having less levels of metacognitive awareness in terms of targeted readers, specialized writing strategies, and particular writing tasks awareness. For this reason, there is an urgent need for ELT practitioners worldwide to expose their graduate EFL university learners to intensive metacognitive awareness training through academic writing processes to be more flair in stipulating their specific writing objectives, adopting various exact writing strategies, and regulating their writing learning processes in a better purpose.…”

Section: Introductionmentioning

confidence: 58%

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

Wijaya

2021

ELT echo

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L2 academic writing processes require both cognitive and affective aspects from EFL University students to be more proficient and independent writers. Hence, metacognitive awareness plays a pivotal role to bridge the huge gap between cognitive and affective elements hindering graduate students to accomplish the given academic writing tasks. Further, this present study attempted to investigate graduate students' perceptions of their metacognitive awareness in academic writing. To fulfill this study objective, this study was conducted qualitatively by utilizing the qualitative content analysis to provide more obvious portrayals out of the specific events experienced by the participants. Two research instruments were also harnessed in this study namely the Likert-scale Questionnaire and open-ended interview questions. The participants enrolling in this study were 15 English Education Master students of Sanata Dharma University, Yogyakarta having experienced academic writing learning journeys for one and a half years. The obtained findings delineated the importance of cultivating a higher degree of metacognitive awareness during academic writing learning enterprises to make EFL University students more competent, self-regulated, and qualified L2 academic writers. Although this study only contributed a small puzzle piece to complete the prior investigations on the importance of metacognitive awareness in academic writing learning rides, EFL practitioners and educators should foster learners' metacognitive awareness at the onset of academic writing programs to enrich the development of their cognitive and affective state into the utmost level.

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“…Meta-cognitive knowledge impacted greatly to the quality of writing. There existed a difference in the metacognitive awareness of L1to-L2 rhetorical transfer between lower-and higher-proficiency L2 writers (Wei, 2020). According to several studies, writers that spend sufficient time in planning, and appropriately organizing paragraphs as well as contents, were successful.…”

Section: Reviewing Stagementioning

confidence: 99%

“…In contrast, those with little planning experienced difficulty in processing their writing task. Globally, skilled writers spend time planning to enable them to keep track of their main ideas (Victori, 1999;Wei, 2020;Wei et al, 2020). Sufficient planning can greatly affect the quality of one's writing (Mahmoudi, 2017).…”

Section: Reviewing Stagementioning

confidence: 99%

The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

Arifin

2020

j. pendidik. indonesia.

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This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

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Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels

Cited by 22 publications

References 54 publications

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

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