Table 1 Skilled vs. less-skilled EFL writing in terms of metacognitive awareness
From: Metacognitive awareness of skilled and less-skilled EFL writers
Knowledge of Cognition | |
|---|---|
Skilled EFL writers | Less-skilled EFL writers |
1. Have higher self-concept and self-efficacy | 1. Have lower Self-concept and self-efficacy |
2. Have negative attitude towards mental translation | 2. Have negative attitude towards mental translation |
3. Value FL reading both for gaining linguistic (particularly vocabulary), and world knowledge | 3. Value FL reading mostly for gaining linguistic knowledge (particularly vocabulary) |
4. Relatively aware of the text organization | 4. Little or no awareness of the text organization |
5. Aware of text-type | 5. Unaware of text-type |
6. Do not emphasize linguistic resources | 6. Overemphasize the role of vocabulary |
7. Less likely to rely on topic familiarity | 7. More likely to rely on topic familiarity |
8. Have higher degrees of awareness of why and when of their applied strategies | 8. Have lower degrees of awareness of why and when of their applied strategies |
9. Aware of planning and drafting strategies but do not employ them constantly (slightly better). | 9. Aware of planning and drafting strategies but do not employ them constantly. |
10. Prefer English as a medium for planning and have their global and original plan | 10. Do not use English as a medium for planning and are unsure about their writing |
11. More likely to take the audience into consideration | 11. Less likely to take the audience into consideration |
12. Use linguistic, as well as content and layout monitoring | 12. Overuse the linguistic monitoring |
13. More aware of the importance of time management | 13. Less aware of the importance of time management |
14. Less likely to avoid difficult structures and vocabularies | 14. More likely to avoid difficult structures and vocabularies |
15. Pay attention to both lower and higher-order processes of writing | 15. Pay more attention to lower-order processes of writing |
16. Less likely to seek help and guidance | 16. More likely to seek help and guidance |
17. Rely on their mother tongue to generate ideas and revise the text | 17. Rely on their mother tongue to prepare the first draft |
18. Concentrate on writing dimensions like communicative purpose, content, and goal to evaluate their writing | 18. Concentrate on the surface structure to evaluate their writing |
19. Revise surface content features, and the text organization | 19. Revise surface level features |