Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL Does digital multimodal composing help improve EFL students' metacognitive knowledge?

Does digital multimodal composing help improve EFL students' metacognitive knowledge?

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Oct. 3, 2025, 8:56 p.m.
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Oct. 3, 2025, 8:56 p.m.
access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
contributor.author:
Xu, Wei Tan, Xiao Wang, Chaoran Fu, Dan
date.accessioned:
2025-09-26T17:56:41Z
date.available:
2025-09-26T17:56:41Z
date.issued:
2025-10-01
description.abstract:
Metacognitive knowledge, closely correlated with one’s writing skills, has received increasing research and pedagogical attention. Applying Flavell’s metacognition framework, this study adopts a quasi-experimental design to investigate whether and how a DMC assignment as a pedagogical intervention influences Chinese English as a Foreign Language (EFL) writers’ metacognition knowledge development. A total of 49 EFL college students were divided into the control (n = 25) and the experiment DMC (n = 24) groups. Both groups took pre- and post-intervention surveys on metacognitive knowledge. To understand how the development took place, we also collected and analyzed data on focal students’ learning logs and post-assignment interviews, where students discussed their writing processes in detail. The results suggest that although both groups showed noticeable development in person and strategy knowledge, the DMC group exceeded the traditional writing group in the latter category, which could be attributed to the fact that students in the DMC group were engaged in more decision-making opportunities. This study provides valuable implications on designing DMC assignments in EFL writing classrooms to engage students in frequent reflection, conscious decision-making, and creative expression.
endingpage:
181
format.extent:
25
identifier.citation:
Xu, W., Tan, X., Wang, C., & Fu, D. (2025). Does digital multimodal composing help improve EFL students' metacognitive knowledge?. Language Learning & Technology, 29(3), 157–181. https://doi.org/10.64152/10125/73651
identifier.doi:
https://doi.org/10.64152/10125/73651
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73651
number:
3
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73651/
startingpage:
157
subject:
digital multimodal composing metacognitive knowledge EFL college composition quasi-experimental design
title:
Does digital multimodal composing help improve EFL students' metacognitive knowledge?
type:
Article
volume:
29