The Enhancement of Undergraduates' Self-Regulated English Writing Ability from the Perspective of Metacognition

Abstract

Metacognition and self-regulated learning ability are important research areas in the field of education. This paper summarizes the current research status of metacognition and self-regulated learning ability, mainly focuses on the influence of metacognition on undergraduates' self-regulated learning ability in English writing and explores the intrinsic connection between the two and their important role in individual learning. This paper shows that metacognitive awareness generally occurs in conjunction with metacognitive regulation as learners complete English writing tasks. Metacognitive regulation has also been shown to have a very important role in English writing. Learners who use metacognitive strategies can have some awareness and control over their cognitive process. Learners' greater involvement in the control of writing behavior may be a source of metacognitive regulation effectiveness. It is recommended that college students use more metacognitive strategies in performing English writing tasks, which will have a positive impact on self-regulation of English writing skills.