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Metacognitive Mindscapes Sin Wang Chong (University of St Andrews, UK)

Metacognitive Mindscapes By Sin Wang Chong (University of St Andrews, UK)

Metacognitive Mindscapes by Sin Wang Chong (University of St Andrews, UK)

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Summary

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong 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.

Metacognitive Mindscapes Summary

Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge by Sin Wang Chong (University of St Andrews, UK)

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong 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.

Metacognitive Mindscapes Reviews

'Chongs Metacognitive Mindscape is a book that fills an increasingly-crucial gap in the research on metacognitive strategies to support secondary EFL writing students processes of knowledge acquisition and synthesis. It is also a crossover book, contributing valuably to the body of scholarly research on metacognition and scaffolding lesson-plan development for frontline EFL teachers working with late primary and early secondary English language learners. This, perhaps more than any other book to date, is a combination of research and practical application geared to further researchers, educators, and students own understanding of how they come to think about the process and practice of writing from an integrative, personal, and social perspective.' Lori Howe, University of Wyoming, USA


'Chongs book fills an increasingly crucial gap in the research on metacognitive strategies to support primary L2 writing students processes of knowledge acquisition and synthesis. It is also a crossover book, contributing valuably to the body of scholarly research on metacognition and scaffolding lesson-plan development for frontline English L2 teachers working with late primary and early secondary English language learners. This, perhaps more than any other book to date, is a combination of research and practical application geared to further researchers, educators, and students own understanding of how they come to think about the process and practice of writing from an integrative, personal, and social perspective.' - Lori Howe, University of Wyoming, USA

About Sin Wang Chong (University of St Andrews, UK)

Sin Wang Chong is Lecturer (Assistant Professor) in TESOL at the School of Social Sciences, Education and Social Work, Queens University Belfast, UK. His research interests include assessment feedback, computer-assisted language learning, learner/teacher autonomy, and research methodologies (qualitative and systematic review). He is Associate Editor of the Taylor & Francis journal Innovation in Language Learning and Teaching.

Table of Contents

1 Introduction 2 Literature review 3 Methodology 4 Metacognitive knowledge system of high-proficiency students 5 Metacognitive knowledge system of average-proficiency students 6 Metacognitive knowledge system of low-proficiency students 7 Comparison of metacognitive knowledge systems and implications

Additional information

NPB9781138587519
9781138587519
1138587516
Metacognitive Mindscapes: Understanding Secondary EFL Writing Students' Systems of Knowledge by Sin Wang Chong (University of St Andrews, UK)
Sin Wang Chong (University of St Andrews, UK)
New
Hardback
Taylor & Francis Ltd
2020-09-21
120
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
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