PROPOSING AN INITIAL METACOGNITIVE CONSTRUCT FOR EXPLORING EFL UNIVERSITY STUDENTS' ENGLISH ESSAY WRITING PROCESSES
DOI:
https://doi.org/10.21009/ishel.v2i1.69404Keywords:
english essay writing, higher education, metacognitive constructAbstract
Metacognition has been recognized as an essential component of writing because it enables learners to regulate their thinking throughout the composing process. However, existing metacognitive frameworks and instruments have largely been developed as domain-general measures and provide limited conceptual guidance for investigating metacognitive processes in EFL writing. This study aimed to propose an initial metacognitive construct for English essay writing derived from Flavell's (1979) metacognitive regulation framework. Employing a conceptual research design, the study used Flavell's framework as its primary theoretical foundation and interpreted the dimensions of planning, monitoring, and evaluating for the context of essay writing. The analysis resulted in an initial construct comprising three dimensions and thirteen context-specific indicators representing learners' metacognitive regulation before, during, and after composing an essay. Rather than modifying Flavell's original framework, the proposed construct offers a contextual interpretation of metacognitive regulation for EFL essay writing. As an initial conceptual framework, it provides a theoretical foundation for future qualitative research and may support the development of interview protocols to explore learners' metacognitive processes in writing.
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