Metacognitive mindscapes. Understanding secondary EFL writing students' systems of knowledge.

Autor/in	Chong, Sin Wang
Titel	Metacognitive mindscapes. Understanding secondary EFL writing students' systems of knowledge.
Quelle	London; New York: Routledge, Taylor & Francis Group (2021), 119 S.Verfügbarkeit
Reihe	Routledge Focus
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-138-58751-9; 9780367541873
Schlagwörter	Empirische Untersuchung; Gruppendiskussion; Inhaltsanalyse; Narratives Interview; Qualitative Forschung; Metakognition; China; Englischunterricht; Fremdsprachenunterricht; Inhaltsanalyse; Spracherwerb; Codierung; Datenanalyse; Narratives Interview; Schriftsprache; Privatschule; Rekonstruktion; Gruppendiskussion; Metakognition; Transkription; Textproduktion; Videoaufzeichnung; Textaufgabe; Wissenserwerb; Schuljahr 07; Sekundarstufe I; Privatschule; Wissenserwerb; Videoaufzeichnung; Spracherwerb; Textproduktion; Fremdsprachenunterricht; Englisch als Zweitsprache; Englischunterricht; Datenanalyse; Schriftsprache; Textaufgabe; Codierung; Rekonstruktion; Transkription; China
Abstract	Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, the author 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. (Verlag).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4