Students unanimously report positive effects of metacognitive strategy use on writing in both L1 and L2, with strategies compensating for limited L2 linguistic knowledge¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Stimulated-recall interview participants reported metacognitive strategies helped writing performance in both languages, with a more important compensatory role in L2 writing. → Wandong Xu 2024

Evidence¶

Wandong Xu 2024¶

Wandong Xu, Xinhua Zhu. (2024). Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09387-w

q2 · i? · associational · r2

Stimulated-recall interviews with 20 students (10 English majors, 10 non-English majors of different L2 proficiency levels) found participants "unanimously reported the positive effects of metacognitive strategy use on the writing process and outcomes"; one participant described purposively managing limited linguistic knowledge to enhance L2 text quality.

"they unanimously reported the positive effects of metacognitive strategy use on the writing process and outcomes, which was the same in L1 and L2 contexts."

Discussion¶

Related Claims¶

• Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency — related
• Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing — related
• Metacognitive strategies predict L2 writing more strongly than L1 writing — related
• Participants unanimously reported increased confidence in acting performance over the course of the intervention — related
• L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups — related