doi: 10.18178/ijiet.2018.8.4.1053
Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing
Li-Mei Chen
,
Chunlei Liu
Abstract
This paper investigates effects of the metacognitive reflection as a feedback dialogue on international students’ academic writing. The metacognitive reflection, a process that goes beyond the cognitive process, involves the students to oversee their writing development through the learning process with their instructor. Data from a case study of a group of international students over a period of 16 weeks are used to detect the effects of this method on international students’ academic writing. The result of this study is expected to assist second/foreign language (L2) educators to employ effective and efficient pedagogy to help international students improve their L2 writing in the academic setting.
Keywords
- Error feedback
- L2 writing
- metacognitive reflection
How to Cite
Li-Mei Chen and Chunlei Liu, "Effects of Error Feedback with Metacognitive Reflection on International Students’ Academic Writing," International Journal of Information and Education Technology, vol. 8, no. 4, pp. 308-312, 2018. https://doi.org/10.18178/ijiet.2018.8.4.1053
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).