Online metacognitive scaffolding in the context of academic English writing: A qualitative study

This qualitative study investigated the application of metacognitive skills and strategies among university students throughout the academic writing process. The study aimed to answer three research questions: (1) What metacognitive skills and strategies do participants apply throughout the academic writing process? (2) How did online metacognitive support modules affect the participants' use of metacognitive strategies throughout the academic writing process? (3) How do participants' use of metacognitive skills and strategies throughout the academic writing process contribute to their overall writing achievement? Data were collected through student writing output and artifact-based interviews. Seven themes emerged from the data analysis, including the influence of confidence, prior knowledge, affect, self-concept, audience perception, time allocation, and judgments of sophistication on metacognitive processes. The findings suggest that metacognitive support can help improve writing performance, particularly among students with lower levels of confidence in academic writing. The implications of these findings on instructional design and instruction are discussed. Further research is recommended to test the efficacy of specific metacognitive supports using design-based research and incorporating quantitative data. Overall, this study contributes to a better understanding of metacognitive processes in academic writing and provides insights into effective metacognitive support.