The Application of Metacognitive Strategies in College English Writing Instruction: An Exploration for Engineering Majors
DOI:
https://doi.org/10.18063/cef.v3i5.1186Keywords:
metacognitive strategies, EFL writing, engineering majors, intermediate-to-low English proficiency, pedagogical implicationsAbstract
The application of metacognitive strategies in college English writing instruction is explored, specifically for engineering majors with intermediate-to-low proficiency in English. Drawing from key theories in applied linguistics, particularly second language acquisition (SLA) and cognitive psychology, how metacognitive strategies—such as planning, monitoring, and reflection—can improve writing proficiency is examined. The study provides a framework for integrating metacognitive approaches within the writing process to help students manage both linguistic and cognitive demands. It addresses the benefits and challenges of these strategies in the context of preparing for the College English Test Band Four (CET-4) and offers practical pedagogical implications for English instructors teaching engineering majors in China.
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