Assessing metacognitive writing strategies and the predictive effects on multimedia writing

ABSTRACT

This study examined the predictive effects of metacognitive writing strategies on writing performance in a multimedia environment. Responses from 957 undergraduate English as a Foreign Language (EFL) Chinese students to a new instrument designed to measure metacognitive writing strategies for self-regulated learning were subjected to confirmatory factor analysis. Results validated an 11-factor correlated model of metacognitive writing strategies for self-regulated learning. Based on multiple regression analysis, 8 of the 11 metacognitive writing strategies significantly predicted learners’ multimedia writing performance. This study supports the application of self-regulated learning theory in educational psychology to applied linguistics, particularly to EFL writing research in multimedia environments. These findings highlight the roles of metacognitive writing strategies on university EFL learners’ multimedia writing performance

KEYWORDS:

• Metacognition
• self-regulation
• metacognitive writing strategies
• multimedia writing
• L2 writing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/02188791.2024.2325132.

Additional information

Funding

This paper is supported by the Fund Program of Education Sciences Planning in Hainan Province(Project Number:QJY20231023)

Notes on contributors

Mark Feng Teng

Mark Feng Teng is Associate Professor of Applied Linguistics at Macao Polytechnic University. He was the recipient of the 2017 Best Paper Award from the Hong Kong Association for Applied Linguistics (HAAL), as well as the Science Science Research Awards by the Education Ministry of China (2023). His research portfolio mainly focuses on L2 vocabulary acquisition, and metacognition in L2 writing. His publications have appeared in international journals, including Applied Linguistics, TESOL Quarterly, Language Teaching Research, System, Applied Linguistics Review, Computer Assisted Language Learning, Computers & Education, IRAL, and Thinking Skills and Creativity, among others. His recent monographs were published by Routledge, Springer, and Bloomsbury. He also edited and co-edited special issues for international journals, including Studies in Second Language Learning and Teaching, TESOL Journal, as well as other Journals

Chenghai Qin

Chenghai Qin is an associate professor at Hainan University. His research interests include metacognition, learner’s autonomy, and teaching methodology. He has published articles in this area, including Metacognition and Learning (2022) and Chinese Journal of Applied Linguistics (2017).