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The Study of the Application of Metacognitive Strategies in EFL Writing in China
QI Xiaowen
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DOI:10.17265//1539-8072/2021.11.001
University of Shanghai for Science and Technology, Shanghai, China
EFL writing in China is tended to be de-emphasized with the emphasis on oral proficiency in communicative approach. There is ample evidence to indicate the insufficiency in EFL writing course and the ineffectiveness of students’ efforts to develop writing competence. To integrate metacognition into EFL writing instruction will benefit writing instruction by laying emphasis on both approaches to writing instruction, and to train teachers as well as students to teach and learn with metacognition, raising EFL writing instructors’ self-awareness in teaching and training students to become self-regulated learners.
metacognitive strategies, EFL writing, language teaching
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