The effectiveness of incorporating metacognitive prompts in collaborative writing on academic English writing skills

Research shows that acquisition of writing skills can be supported by metacognitive strategy training. However, research on incorporating guidance for collaborative is scarce. The current study explores the potential effectiveness prompts, is, a form guidance, into academic English skills. This involves four instructional methods, combined with embedded (COLL+META), training without (META), (COLL), and individual learning (CG). dependent variables were students' skills, reproduction text structure knowledge, application reduction content, abstract writing. Participants included 160 students who as foreign language (EFL) at university in mainland China. participants each condition received 16 weeks treatment sessions. results revealed improvement from pre-test to post-test, supporting main effects also showed COLL+META demonstrated significantly higher scores than other conditions. underlines importance strategies developing EFL students. highlights applying educational psychology theories education.