An Empirical Research On Metacognition In English Academic Writing

Despite the fact that there has been an increasing amount of research on the relationship between metacognition and English learning,few studies narrow the research scope down to English academic writing.Fewer studies take non-native Chinese English majors as subjects.Given the significant role metacognition plays in language learning,the present study looks into the connections between metacognition and English academic writing among Chinese English-major undergraduates.Within the theoretical framework of metacognition,the author lists three research questions:1)What is the state of Chinese English-major undergraduates'metacognitive knowledge?2)What effects do the metacognitive process,namely metacognitive plan,control and regulation have on the performance of Chinese English-major undergraduates' English academic writing?3)What types of metacognitive experience do Chinese English-major undergraduates have before,during and after the English academic writing process?In order to answer the three questions,both quantitative and qualitative approaches are adopted in the present study.In the quantitative research,the questionnaire of metacognition and abstracts of English-major undergraduates' graduation papers were used as research materials.65 subjects participated in the study.The data were processed and obtained through SPSS 17.0 for descriptive analysis,correlation analysis and one-way ANOVA test.In the qualitative research,an interview was conducted to figure out the differences between high-group and low-group students in English academic writing.The major findings of the research are:1)The state of the metacognitive knowledge of Chinese English-major undergraduates is well above the average level.Female students tend to have a better command of metacognitive knowledge than male students.2)Metacognitive plan,control and regulation are in positive correlation with the quality of English academic writing.Those who plan,control and regulate more frequently and effectively often yield better English academic writing.3)Chinese English-major undergraduates undergo negative metacognitive experience before and during the English academic writing process while they have positive metacognitive experience after the English academic writing process.The findings of the present study have both theoretical and pedagogical implications.Theoretically,the study confirms that metacognition affects the quality of English academic writing.Pedagogically,teachers should place emphasis on instructions of metacognition and students on the other hand should develop a habit of cultivating metacognitive awareness.Some limitations of this research and suggestions for future research are mentioned at the end of the present study.