Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i? L1 and L2 writing performance are directly and positively influenced by corresponding metacognitive strategies (β = 0.32 L1; β = 0.41 L2, both p < 0.001). → 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
q3 · i? · associational · r2
SEM analysis of questionnaire and writing-score data from 502 Chinese EFL undergraduates found direct positive paths from metacognitive strategies to writing performance in both languages, with "β = 0.32, p < 0.001 in the L1 context; β = 0.41, p < 0.001 in the L2 context".
"SEM results indicated that L1 and L2 writing performance were directly and positively influenced by corresponding metacognitive strategies ( β = 0.32, p < 0.001 in the L1 context; β = 0.41, p < 0.001 in the L2 context)."
Discussion¶
Related Claims¶
- Fluency measures correlated with overall writing performance in both L1 and L2, but added no predictive value beyond linguistic knowledge
- Metacognitive knowledge was examined as a component of writing proficiency alongside linguistic knowledge and fluency — related
- Metacognition is significantly and positively related to EFL students' academic writing performance (Model 1) — related
- Metacognitive strategies predict L2 writing more strongly than L1 writing — related
- L1 writing metacognitive strategies facilitate L2 writing performance indirectly via L2 writing metacognitive strategies — related
- L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups — 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
- All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-strategies-predict-l1-l2-writing-performance |
title |
Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing |
description |
Metacognitive strategies directly and positively predict writing performance in both L1 and L2 task-situated writing |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wandong-xu-2024 |
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