Metacognitive mindscapes: understanding secondary EFL writing students' systems of knowledge

Research output: Book/ReportBook


Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students' writing proficiencies.

The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge - theorized as a system - of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students' writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered.

The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge.
Original languageEnglish
Place of PublicationLondon
PublisherTaylor and Francis
Number of pages128
ISBN (Electronic)9780429503894
ISBN (Print)9781138587519
Publication statusPublished - 21 Sept 2020


Dive into the research topics of 'Metacognitive mindscapes: understanding secondary EFL writing students' systems of knowledge'. Together they form a unique fingerprint.

Cite this