Metacognition in Student Academic Writing

By Raffaella Negretti. 2012

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7572941f3d332ccf050ad2f9f15168b20b5045d2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Gevers
2. (Mark) Feng Teng
3. Bruna Sommer-Farias
4. C. Tardy

In Education

1. J. Gevers
2. (Mark) Feng Teng
3. Bruna Sommer-Farias
4. C. Tardy

In Literature and Literary Theory

1. J. Gevers
2. (Mark) Feng Teng
3. Bruna Sommer-Farias
4. C. Tardy

Citations in the corpus

• The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “adapting skills and strategies to suit learners’ needs and contextual conditions) should be emphasized among students to develop metacognitive awareness of what, how, and why certain choices apply in writing (Negretti 2012).”
• Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework (2020, background): “…is typically referenced only in broad strokes, though the relationship is important, as writing scholars increasingly recognize the role metacognition can play in writing development (Beaufort, 2007; Devitt, 2015; Driscoll et al., 2019; Johns, 2011; Negretti, 2012, 2017; Reiff & Bawarshi, 2011).”