Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2003 · checked against its sources 2026-10-20 (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.
q2 i? The study included metacognitive knowledge as one of three components whose relative importance in L1 and L2 writing was modeled and compared. → R. Schoonen 2003
Evidence¶
R. Schoonen 2003¶
R. Schoonen, A. van Gelderen, K. de Glopper, J. Hulstijn, A. Simis, P. Snellings, M. Stevenson. (2003). First language and second language writing: the role of linguistic knowledge, speed of processing, and metacognitive knowledge. Language Learning, 53(1), 165-202. https://doi.org/10.1111/1467-9922.00213
q3 · i? · associational · r?
The study's stated design modeled three components — linguistic knowledge, metacognitive knowledge, and fluency — in both L1 and L2 writing using structural equation modeling with 281 grade 8 students. The abstract states the "relative importance of the three components was studied and compared across L1 and L2 writing."
"In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored."
Discussion¶
Related Claims¶
- Writing proficiency components were studied and compared across L1 and L2 using the same modeling framework — related
- Fluency measures correlated with overall writing performance in both L1 and L2, but added no predictive value beyond linguistic knowledge — related
- L2 writing proficiency was more highly correlated with L1 writing proficiency than with L2 linguistic knowledge or its accessibility — related
- Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing — related
- Students unanimously report positive effects of metacognitive strategy use on writing in both L1 and L2, with strategies compensating for limited L2 linguistic knowledge — related
- L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-knowledge-component-writing-sem |
title |
Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency |
description |
Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency |
status |
review |
evidence_strength |
weak |
newest_evidence |
2003 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — r-schoonen-2003 |
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