Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition

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Predictive Effects of Writing Strategies for Self‐Regulated Learning on Secondary School Learners’ EFL Writing Proficiency (2018, methodology): “Teng and Zhang (2016). The WSSRLQ, with 40 selective and synthetic writing strategy items, was designed to measure EFL students’ writing strategies.”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, background): “Instruction on self-regulated writing strategies can be a powerful tool to facilitate changes in writing and transform traditional assignments into engaging, innovative experiences (Teng 2016, 2019).”
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language (2019, background): “The benefits of metacognitive instruction in English learning, including listening (Goh & Taib, 2006), word learning (Teng, 2017) and writing (Teng, 2016; Teng & Huang, 2018), have been acknowledged in the literature.”