Metacognitive practices in training for essay writing in a target language
Abstract
The relevance of the article stems from the problem of common student frustration with their essay writing performance in target language training. The issue is manageable when integrating essay writing skills with practices that use metacognitive strategies in cognitive processes. These strategies focus the thought of learners on personal development and consequently help them become more self-aware and proficient writers. The paperʼs purpose in this regard is to specify metacognitive practices as patterns of strategic behaviour and outline the rationale for their use in writing performance. In achieving this, the research employs methodological tools corresponding to current and archival materials analysis (student essays and teacher feedback techniques on their quality), behavioural observations, and case studies. Insights into self-assessments, self-efficacy beliefs, and the wide-ranging usefulness of various reflective procedures for advancing metacognitive abilities are among the objectives of this mixed-methods approach. The main results are embodied in certain transformations of theoretical ideas into specific learning tasks with metacognitive content and practices for their fulfilment, as well as in their visual illustrations and examples. The metacognitive model is part of these results, which frame metacognitive practices in the educational process. Despite its generalizing application, the model structure (personality – task – strategies at the level of cognitive and metacognitive thinking – teacher/peer student/group) limits the metacognitive practices functioning to strategic goals or attitudes aimed at cognition regulation. When the model is assumed, its extension through metacognition depicts these moments: (1) Stages of training metacognitive strategies: planning (analyzing essay requirements), monitoring (tracking progress during writing), evaluation (critically assessing written work), regulation (adapting strategies based on feedback), and others. (2) Skills development within these strategies. (3) Emotional factors. (4) Practical toolkits: reflection journals, peer reviews, and feedback integration.
Overall, metacognitive practice implemented within the educational curriculum alters writing from a challenging task into a structured, intentional learning experience, suggesting that further research is warranted to refine and expand on these findings.
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References
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