Examining metacognitive strategy use in L1 and L2 task-situated writing: effects, transferability, and cross-language facilitation

Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study syste...

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Veröffentlicht in:	Metacognition and learning 2024-12, Vol.19 (3), p.773-792
Hauptverfasser:	Xu, Wandong, Zhu, Xinhua
Format:	Artikel
Sprache:	eng
Schlagworte:	Chinese languages Comparative linguistics Education English as a second language English proficiency Foreign language instruction Learning and Instruction Linguistics Mediation Metacognition Second language learning Second language writing Student writing Teaching and Teacher Education
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