Metacognition is significantly and positively related to EFL students' academic writing performance (Model 1)¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2022 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Metacognition was significantly and positively related to EFL students' academic writing after considering measurement error, with a normalized path coefficient of 0.885. → Mark Feng Teng 2022
Evidence¶
Mark Feng Teng 2022¶
Mark Feng Teng, Mei Yue. (2022). Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09328-5
q3 · i? · associational · r2
SEM Model 1 tested metacognition (eight MAWSQ factors) against academic writing in a sample of third-year Chinese university EFL students. The model fit well (χ2/df = 2.355, RMSEA = 0.065, CFI = 0.917), and the "normalized path coefficient value was 0.885" (z = 7.494, p < 0.001).
"In terms of the relationship between metacognition and academic writing, the normalized path coefficient value was 0.885 at a significance level of 0.01 (z = 7.494, p < 0.001). Accordingly, metacognition was significantly and positively related to EFL students' academic writing after considering measurement error."
Discussion¶
Learner Variables¶
- Metacognition — predictor: learners who differ on it differ in outcomes
- Self-Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing — a broader claim this one bears on
- Metacognition is significantly and positively associated with EFL students' critical thinking skills (Model 2) — related
- Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognition-positively-related-efl-academic-writing |
title |
Metacognition is significantly and positively related to EFL students' academic writing performance (Model 1) |
description |
Metacognition is significantly and positively related to EFL students' academic writing performance (Model 1) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mark-feng-teng-2022 |
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