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.
Index Terms—Error feedback, L2 writing, metacognitive reflection.
The authors are with Valdosta State University, Valdosta, GA 31698 U.S.A. (e-mail: email@example.com, firstname.lastname@example.org).
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.