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Validation of Metacognitive Academic Writing Strategies and the Predictive Effects on Academic Writing Performance in a Foreign Language Context

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Teng, Mark Feng; Qin, Chenghai; Wang, Chuang – Metacognition and Learning, 2022

This empirical study serves two purposes. The first purpose is to validate a newly developed instrument, the Metacognitive Academic Writing Strategies Questionnaire (MAWSQ), which represents the multifaceted structure of metacognition in an English as a Foreign Language (EFL) academic writing setting. The second purpose is to delineate the…

Descriptors: Metacognition, Writing Strategies, Comparative Analysis, Academic Language

Optimizing L2 Curriculum for China State Education

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Guadagni, Donald; Xu, Ziming – Online Submission, 2021

This paper outlines and details historical L2 curriculum development for segments of China's State education system over a ten-year period beginning with the start of the Sino -- Foreign joint programs classes in 2011. A two-year post assessment from 2015-2017. Tracking students continuing test results for both the CET (College English Test)…

Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Language Tests