ABSTRACT

This study aims to explore the effects of incorporating metacognitive prompts into cooperative learning on students’ academic writing and metacognitive awareness. In total, 150 tertiary-level learners were randomly and equally divided into three groups: a cooperative learning group with metacognitive instruction (EG), a metacognitive instruction group (CG1), and a cooperative learning group (CG2). Participants completed a semester-long intervention. Results revealed that the EG students performed best on academic writing and metacognitive regulation; no significant differences were detected between CG1 and CG2. These findings suggest that significant improvement in metacognitive knowledge was not detected in any group. Relevant implications for teaching writing and understanding EFL learners’ metacognitive awareness are discussed.

摘要

本研究旨在探讨将元认知提示融入合作学习对学生学术写作和元认知意识的影响。共有 150 名三级学习者被随机平均分为三组：元认知教学合作学习组（EG）、元认知教学组（CG1）和合作学习组（CG2）。参与者完成了一个学期的干预。结果显示，EG 学生在学术写作和元认知调节方面表现最好；CG1和CG2之间没有检测到显着差异。这些发现表明，在任何组中都没有检测到元认知知识的显着改善。讨论了对教学写作和理解 EFL 学习者元认知意识的相关影响。