Metacognitive awareness of skilled and less-skilled EFL writers

Abdullah, M. R. T. L., Bakar, Z. A., Ali, R. M., & Yaacob, A. R. (2011). Writing strategies of Malaysian ESL undergraduate engineering learners. International Journal of Engineering & Technology IJET-IJENS, 11(2), 1–9. Angelova, M. (2001). Metacognitive knowledge in EFL writing. Academic Exchange Quarterly, 5(3), 78–83. Baker, L. (2010). Metacognition. In V. G. Aukrust (Ed.), Learning and cognition in education (pp. 128–133). Oxford: Academy Press. Barkaoui, K. (2007). Revision in second language writing: What teachers need to know. TESL Canada, 25(1), 81–92. https://doi.org/10.18806/tesl.v25i1.109. Becker, A. (2006). A review of writing model research based on cognitive process. In A. Horning & A. Becker (Eds.), Revision: History, theory, and practice (pp. 24–49). West Lafayette: Parlor Press. Brooks, E. (1985). Case studies of the composing processes of five “unskilled” English-as-a-second language writers. New York: New York University. https://files.eric.ed.gov/fulltext/ED289340.pdf. Cary, M., & Reder, L. M. (2002). Metacognition in strategy selection: Giving consciousness too much credit. In P. Chambres, M. Izaute, & P. J. Marescaux (Eds.), Metacognition: Process, function, and use (pp. 63–78). New York: Kluwer. Cohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169–188. https://doi.org/10.1111/0026-7902.00103. de Larios, J. R., Murphy, L., & Marin, J. (2002). A critical examination of L2 writing process research. In S. Ransdell & M.-L. Barbier (Eds.), New directions for research in L2 writing (pp. 11–47). DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 313–348). Malden: Blackwell. Devine, J. (1993). The role of metacognition in second language reading and writing. In J. G. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 105–127). Boston: Heinle and Heinle. Devine, J., Railey, K., & Boshoff, P. (1993). The implications of cognitive models in L1 and L2 writing. Journal of Second Language Writing, 2(3), 203–225. https://doi.org/10.1016/1060-3743(93)90019-Y. Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409. https://doi.org/10.1007/s10648-008-9083-6. Dülger, O. (2011). Meta-cognitive strategies in developing EFL writing skills. Contemporary Online Language Education Journal, 1(2), 82–100. Fahim, M., & Khojaste Rad, S. (2012). The relationship between self-esteem and paragraph writing of Iranian EFL learners. Psychology, 3(1), 24–29. https://doi.org/10.4236/psych.2012.31004. Fahim, M., & Noormohammadi, R. (2014). The learner’s side of foreign language learning: predicting language learning strategies from language learning styles among Iranian medical students. Journal of Language Teaching and Research, 5(6), 1424–1434. https://doi.org/10.4304/jltr.5.6.1424-1434. Farahian, M. (2017). Developing and validating a metacognitive writing questionnaire for EFL learners. Issues in Educational Research, 27(4), 736–750. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906. Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied meta-cognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 154–172). New York: Routledge. Hamp-Lyons, L. (1993). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241–276). Norwood: Ablex. Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies instruction in writing. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 226–256). New York: London: The Guilford Press. Hassan, B. A. (1999). The relationship of writing apprehension and self-esteem to the writing quality and quantity of EFL university students. Mansoura Faculty of Education Journal, 39, 1–36. Hayes, J., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum. Ho, R. (2014). Handbook of univariate and multivariate data analysis with IBM SPSS (2nd ed.). Boca Raton: CRC Press Book. Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartifiel, V. G., & Haughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley: Newbury House Publishers. Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 225–278. https://doi.org/10.1080/00461520.1987.9653052. Kasper, L. F. (1997). Assessing the metacognitive growth of ESL student writers. TESL- EJ, 3(1), 1–20. Khaldieh, S. A. (2000). Learning strategies and writing processes of proficient vs. less-proficient1 learners of Arabic. Foreign Language Annals, 33(5), 522–533. https://doi.org/10.1111/j.1944-9720.2000.tb01996.x. Koriat, A. (2002). Metacognition research: An interim report. In T. J. Perfect & B. L. Schwartz (Eds.), Applied metacognition (pp. 261–286). Cambridge: Cambridge University Press. Maftoon, P., Birjandi, P., & Farahian, M. (2014). Investigating Iranian EFL learners’ writing metacognitive awareness. International Journal of Research Studies in Education, 3(5), 37–51. https://doi.org/10.5861/ijrse.2014.896. Magno, C. (2008). Reading strategy, amount of writing, metacognition, metamemory, and apprehension as predictors of English written proficiency. Asian EFL Journal, 29, 15–48. Manchón, R. M., & de Larios, J. R. (2007). On the temporal nature of planning in L1 and L2 composing. Language Learning, 57(4), 549–593. https://doi.org/10.1111/j.1467-9922.2007.00428.x. Negretti, R. (2012). Metacognition in student academic writing: A longitudinal study of metacognitive awareness and its relation to task perception and evaluation of performance. Written Communication, 29(2), 142–179. https://doi.org/10.1177/0741088312438529. Ong, J. (2014). How do planning time and task conditions affect metacognitive processes of L2 writers? Journal of Second Language Writing, 23, 17–30. https://doi.org/10.1016/j.jslw.2013.10.002. Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9–20. https://doi.org/10.1080/01443410.2011.621411. Razali, N. M., & Wah, Y. B. (2011). Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and Anderson-darling tests. Journal of statistical modeling and analytics, 2(1), 21–33. Razı, Ö. (2014). An Investigation into the Metacognitive Writing Strategies of Turkish Cypriot University Students: Retrieved from http://web.aou.edu.lb/online-journals/issue-1. Rose, M. (1980). Rigid rules, inflexible plans, and the stifling of language: A cognitivist analysis of writer's block. College Composition and Communication, 31(4), 389–401. https://doi.org/10.2307/356589. Ruan, Z. (2014). Metacognitive awareness of EFL student writers in a Chinese ELT context. Language Awareness, 23(1–2), 76–90. https://doi.org/10.1080/09658416.2013.863901. Saddler, B., & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading and Writing Quarterly, 23, 231–247. Sasaki, M. (2002). Building an empirically-based model of EFL learners’ writing processes. In S. Ransdell & M. L. Barbier (Eds.), New directions for research in L2 writing (pp. 49–80). Dordrecht: Kluwer Academic. Scheffler, P., & Cinciała, M. (2010). Explicit grammar rules and L2 acquisition. ELT Journal, 65(1), 13–23. https://doi.org/10.1093/elt/ccq019. Schoonen, R., Gelderen, A. v., Glopper, K. d., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2003). First language and second language writing: The role of linguistic knowledge, speed of processing, and metacognitive knowledge. Language Learning, 53(1), 165–202. https://doi.org/10.1111/1467-9922.00213. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307. Tsai, H. M. (2009). Examining metacognitive performance between skilled and unskilled writers in an integrated EFL writing class. Proceedings of the 26th International Conference on English Teaching and Learning in the (pp. 678–689). Republic of China. Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System, 27(4), 537–555. https://doi.org/10.1016/S0346-251X(99)00049-4. Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515. Xiao, Y. (2007). Appling metacognition in EFL writing instruction in China. Reflections on English Teaching, 6, 19–33. Yanyan, Z. (2010). Investigating the role of metacognitive knowledge in English writing. Papers in Applied Language Studies, 14, 25–46. Yu-Ling, Y., & Shih-Guey, J. (2001). Investigating the metacognitive awareness and strategies of English-majored university student writers. Retrieved from https://eric.ed.gov/?id=ED465281. Zimmerman, B., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73–101. https://doi.org/10.1006/ceps.1997.0919. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862. https://doi.org/10.3102/00028312031004845. Zimmerman, D. W. (1987). Comparative power of student t test and Mann-Whitney U test for unequal sample sizes and variances. The Journal of Experimental Education, 55(3), 171–174.