Meta-cognitive Strategies, Automated Writing Evaluation Feedback and English Writing Performance of Chinese EFL College Students
DOI:
https://doi.org/10.54097/ijeh.v11i3.15154Keywords:
Meta-cognitive Strategies, Automated Writing Evaluation Feedback System, the English Writing Performance.Abstract
The research aimed to assess the associations among the implementation of meta-cognitive strategies, the support of automated writing evaluation feedback system and the English writing performance of Chinese EFL college students. The findings of the research indicated that incorporating meta-cognitive strategies during the writing process and utilizing automated writing evaluation feedback significantly contributed to the enhancement of English writing skills among students. A majority of the respondents reported actively employing various meta-cognitive strategies while writing and receiving substantial knowledge, intellectual, and emotional support through automatic writing evaluation feedback, resulting in noticeable improvements in their writing abilities. This study offers English administrators and teachers’ valuable insights that can help foster English language proficiency among Chinese EFL college students. Furthermore, the study recommended that future research should explore additional challenges and concerns related to English writing for EFL college students, providing opportunities for academics to delve deeper into this area.
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