Design EFL writing instruction to strengthen students' metacognitive models using the skilled writers' knowledge base as the development target¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that EFL writing instruction be designed around the metacognitive knowledge skilled writers possess, so that beginning or unskilled writers can be equipped with it. The authors write, "we hope that EFL instructors can therefore help our students to strengthen their metacognitive models and learn to write well in the target language", citing Baker and Brown's claim that specifying expert rules enables successful novice instruction. The identified knowledge base covers recursive process awareness, five declarative knowledge types, and planning and revising strategies.

Design Implications¶

Context¶

Requirements¶

• Instructors need the identified metacognitive knowledge base of skilled writers as the development target for instruction

Constraints¶

• The knowledge base is rudimentary: conditional knowledge and regulation of cognition were not investigated and need further study before instruction can address monitoring and compensatory strategies

Target Learners¶

• Taiwanese EFL university students, especially beginning or unskilled writers

Target Learning Goals¶

• Writing well in English as a foreign language, including planning, coherence, and revision

Affordances¶

• Metacognitive Knowledge Declarative Procedural Conditional

Related Strategies¶

Examples¶

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Key Sources¶

• Yu-Ling You; Shih-Guey Joe. (2001). Investigating the Metacognitive Awareness and Strategies of English-Majored University Student Writers. ERIC Document ED465281. https://eric.ed.gov/?id=ED465281