Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance
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Dureshahwar Shari Lughmani
Abstract
Writing across the curriculum (WAC) in the second language (L2) context requires careful instruction for both writing-to-learn and learning-to-write purposes. Instruction in metacognitive awareness has the potential to be an effective approach for improving writing in unfamiliar genres. This study describes the metacognitive strategies used as part of a university-wide WAC programme in a Hong Kong university. Researchers aimed to identify the most effective strategies, as well as L2 writers’ usage and perceptions of these strategies. Data from 135 students were retrieved from a learning management system, including their use of various metacognitive tools, such as access to an assignment checklist and assignment guidelines, consultation attendance and student reflection, and student writing performance. The results showed that students used certain metacognitive strategies, e.g., assignment guidelines and student reflections, more than others. Correlation analysis and an independent sample t-test revealed a positive relationship between the use of certain metacognitive strategies (e.g., assignment guidelines and checklist) and writing performance.
Abstract
Writing across the curriculum (WAC) in the second language (L2) context requires careful instruction for both writing-to-learn and learning-to-write purposes. Instruction in metacognitive awareness has the potential to be an effective approach for improving writing in unfamiliar genres. This study describes the metacognitive strategies used as part of a university-wide WAC programme in a Hong Kong university. Researchers aimed to identify the most effective strategies, as well as L2 writers’ usage and perceptions of these strategies. Data from 135 students were retrieved from a learning management system, including their use of various metacognitive tools, such as access to an assignment checklist and assignment guidelines, consultation attendance and student reflection, and student writing performance. The results showed that students used certain metacognitive strategies, e.g., assignment guidelines and student reflections, more than others. Correlation analysis and an independent sample t-test revealed a positive relationship between the use of certain metacognitive strategies (e.g., assignment guidelines and checklist) and writing performance.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
