TL;DR
The findings reveal that affective elements—including confidence, self-concept, and prior knowledge—interacted dynamically with learners' metacognitive strategies and dictated key aspects of their academic writing, specifically influencing goal orientation, time allocation, self-evaluation, and revision practices.
This study examines how writing self-efficacy (WSE) develops over time among first-year university students and identifies the instructional and contextual factors that shape that development. Drawing on social cognitive theory, we employed a mixed-methods design to investigate the extent and the sources of change in s...
This study investigates the effectiveness of a progressively implemented Genre-Based Approach (GBA) in enhancing descriptive writing quality and learning enthusiasm among eleventh-grade Indonesian EFL students. Grounded in systemic functional linguistics and sociocultural theory, the intervention emphasized explicit mo...
English writing, particularly in the context of English as a foreign language (EFL), is widely recognized as the most complex language skill, surpassing speaking, reading, and listening. It involves a multifaceted process of meaning-making. Linguistically, they must have a strong command of grammar, vocabulary, languag...
Generation Z undergraduate students, born between the mid-1990s and early 2010s, bring distinct expectations to higher education shaped by lifelong exposure to digital technologies and evolving educational experiences. This paper synthesizes literature to provide practitioner-informed guidance for instructional designe...
Metacognition is an important individual difference that enables learners to monitor, regulate, and evaluate their learning. Within this broader construct, metacognitive experiences, including metacognitive judgments, metacognitive emotions, task-specific metacognitive knowledge, and task-specific metacognitive strateg...
This paper presents findings from a broader educational study investigating the implementation and outcomes of an instructional intervention based on the Cognitive Apprenticeship model. The intervention was designed to support the development of students’ metacognitive and self-regulatory skills through written discour...
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