Foster L1-L2 transfer of writing metacognitive regulation through cross-language collaboration between writing educators and balanced attention to all learner groups¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Given the demonstrated L1-L2 transfer of metacognitive regulation, the article recommends "cross-language collaborations such as joint talks and curriculum co-design between L1 and L2 writing educators and practitioners to promote the effective use of these strategies in writing". It further directs attention to "the importance of L1 writing metacognitive skills in shaping L2 writing development". Because moderation by L2 proficiency and major was not significant, teachers are advised to "devote balanced efforts to cultivate the cross-linguistic transfer abilities of these different groups of students".

Design Implications¶

Context¶

Requirements¶

• Recognition that L1 writing metacognitive skills shape L2 writing development

Constraints¶

• The article notes writing instruction in China may not yet meet university students' writing development needs, with learners often developing skills via self-learning practices

Target Learners¶

• Chinese EFL undergraduate writers of varying L2 proficiency and academic majors

Target Learning Goals¶

• Cross-linguistic transfer of writing metacognitive regulation
• Proficient and independent L2 writing

Claims¶

• L1 writing metacognitive strategies facilitate L2 writing performance indirectly via L2 writing metacognitive strategies [+W]
• L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups [+W]

Related Strategies¶

• Use bilingual literacy projects and cross-language comparison (bilingual books, cognates) to foster transfer between languages

Examples¶

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Key Sources¶

• 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