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Does Digital Multimodal Composing Help Improve EFL Students' Metacognitive Knowledge?

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Title: Does Digital Multimodal Composing Help Improve EFL Students' Metacognitive Knowledge?
Language: English
Authors: Wei Xu (ORCID 0000-0003-1678-624X), Xiao Tan (ORCID 0000-0002-0627-6994), Chaoran Wang (ORCID 0000-0002-4140-2757), Dan Fu
Source: Language Learning & Technology. 2025 29(3):157-181.
Availability: National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Multimedia Materials, Metacognition, English (Second Language), Second Language Instruction, Second Language Learning, Student Attitudes, Writing Processes, Decision Making, College Students, Foreign Countries
Geographic Terms: China
ISSN: 1094-3501
Abstract: Metacognitive knowledge, closely correlated with one's writing skills, has received increasing research and pedagogical attention. Applying Flavell's metacognition framework, this study adopts a quasiexperimental design to investigate whether and how a DMC assignment as a pedagogical intervention influences Chinese English as a Foreign Language (EFL) writers' metacognition knowledge development. A total of 49 EFL college students were divided into the control (n = 25) and the experiment DMC (n = 24) groups. Both groups took pre- and post-intervention surveys on metacognitive knowledge. To understand how the development took place, we also collected and analyzed data on focal students' learning logs and post-assignment interviews, where students discussed their writing processes in detail. The results suggest that although both groups showed noticeable development in person and strategy knowledge, the DMC group exceeded the traditional writing group in the latter category, which could be attributed to the fact that students in the DMC group were engaged in more decision-making opportunities. This study provides valuable implications on designing DMC assignments in EFL writing classrooms to engage students in frequent reflection, conscious decision-making, and creative expression.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://hdl.handle.net/10125/73651
Accession Number: EJ1486083
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Wei+Xu%22">Wei Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1678-624X">0000-0003-1678-624X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiao+Tan%22">Xiao Tan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0627-6994">0000-0002-0627-6994</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chaoran+Wang%22">Chaoran Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4140-2757">0000-0002-4140-2757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dan+Fu%22">Dan Fu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+%26+Technology%22"><i>Language Learning & Technology</i></searchLink>. 2025 29(3):157-181.
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  Data: National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Metacognitive knowledge, closely correlated with one's writing skills, has received increasing research and pedagogical attention. Applying Flavell's metacognition framework, this study adopts a quasiexperimental design to investigate whether and how a DMC assignment as a pedagogical intervention influences Chinese English as a Foreign Language (EFL) writers' metacognition knowledge development. A total of 49 EFL college students were divided into the control (n = 25) and the experiment DMC (n = 24) groups. Both groups took pre- and post-intervention surveys on metacognitive knowledge. To understand how the development took place, we also collected and analyzed data on focal students' learning logs and post-assignment interviews, where students discussed their writing processes in detail. The results suggest that although both groups showed noticeable development in person and strategy knowledge, the DMC group exceeded the traditional writing group in the latter category, which could be attributed to the fact that students in the DMC group were engaged in more decision-making opportunities. This study provides valuable implications on designing DMC assignments in EFL writing classrooms to engage students in frequent reflection, conscious decision-making, and creative expression.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 157
    Subjects:
      – SubjectFull: Multimedia Materials
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Writing Processes
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      – SubjectFull: Decision Making
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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      – TitleFull: Does Digital Multimodal Composing Help Improve EFL Students' Metacognitive Knowledge?
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            NameFull: Wei Xu
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            NameFull: Xiao Tan
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            NameFull: Chaoran Wang
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            NameFull: Dan Fu
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              M: 01
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