Abstract

Since its first appearance in the 1970s, the concept of ‘metacognition’ has received much scholarly attention. This study aims to examine metacognition as a process related to second language (L2) writing, and presents an attempt to teach metacognitive strategies to students to understand their effectiveness in developing writing skill. A blended learning technique has been adopted as a method through which to deliver instruction, as its nature allows learners to become engaged in the learning process which is essential in developing metacognition. The participants were 50 students studying English as a foreign language and they were divided into two groups: the experimental group received metacognitive instruction through blended learning; and the control group underwent traditional writing instruction. The instruments employed included a writing test, a questionnaire with self-report statements and an open-ended question (reflection). The findings showed an improvement in experimental students’ post-writing test and a general significant difference between them and the control group. Also, the students’ views about metacognitive instruction through blended learning were positive in general; hence, the instructional model presented to the students can be applied in L2 writing classrooms to develop students’ outcomes. Generally, metacognitive instruction through blended learning is beneficial in L2 classrooms.

摘要

自 1970 年代首次出现以来，“元认知”的概念就受到了学术界的广泛关注。本研究旨在将元认知视为与第二语言 (L2) 写作相关的过程，并尝试向学生教授元认知策略，以了解他们在发展写作技巧方面的有效性。混合学习技术已被用作提供教学的方法，因为它的性质允许学习者参与学习过程，这对于发展元认知至关重要。参加者为 50 名学习英语作为外语的学生，他们分为两组：实验组通过混合学习接受元认知教学；对照组接受传统写作指导。使用的工具包括写作测试、带有自我报告陈述的问卷和开放式问题（反思）。研究结果表明，实验学生的写作后测试有所改善，并且他们与对照组之间存在普遍的显着差异。此外，学生对混合学习元认知教学的看法总体上是积极的；因此，呈现给学生的教学模式可以应用于二语写作课堂，以发展学生的成果。一般来说，通过混合学习的元认知教学在二语课堂中是有益的。此外，学生对混合学习元认知教学的看法总体上是积极的；因此，呈现给学生的教学模式可以应用于二语写作课堂，以发展学生的成果。一般来说，通过混合学习的元认知教学在二语课堂中是有益的。此外，学生对混合学习元认知教学的看法总体上是积极的；因此，呈现给学生的教学模式可以应用于二语写作课堂，以发展学生的成果。一般来说，通过混合学习的元认知教学在二语课堂中是有益的。