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1、TheEffectsofApplyingMetacognitiveKnowledgeandStrategiestoaSeniorHighSchoolEnglishWritingProgram:AnActionResearchviatheIntelligentWeb-basedInteractiveLanguageLearning(IWiLL)PlatformIntroductionThisactionresearchisapilotstudyaimingtodesignanEnglishwritingtrain
2、ingprogramtoimprovethewritingstrategyuseofthestudentslowinEnglishwritingabilityinNationalChungHsingSeniorHighSchool(CHSH).Throughinvestigatingtheeffectsofintegratingmetacognitiveknowledgeandstrategiesintothecoursedesign,theresearchattemptstoconstituteametaco
3、gnitiveknowledgebasethatstudentsneedinordertoeffectivelyachievethepurposeofwriting.InChapterOne,thebackgroundtotheresearchisaddressed.Firstly,thepresentwritinginstructioninNationalChungHsingSeniorHighSchoolisstated.Someproblemsinthewritinginstructionwithinou
4、rschoolareidentified.Inthesecondsection,theroleofmetacognitiveknowledgeandstrategiesinEnglishwritinginstructionisexplored.Withtheattempttopromoteintegratingthefindingsofthemetacognitivetheoryintowritinginstruction,theresearchersexplicatethenotionofmetacognit
5、ionandtheimportantroleitplaysinwritinginstruction.The9IntelligentWeb-basedInteractiveLanguageLearning(IWiLL)Platformisintroducedinthefollowingsection.Astheresearchisanewattempttoincorporateaweb-basedlanguagelearningplatformandmetacognitiontheoriesintoseniorh
6、ighschoolEnglishwritinginstruction,thesignificanceaswellasthelimitationsofthisactionresearcharestatedintheconcludingpartsofthefirstchapter.ChapterTwoconcernsmainlythetheorypart.Inthischapter,wehaveproposedthepossiblemetacognitiveskillsinvolvedinwritingingene
7、ral,andsomepossiblemetacognitivestrategiesassociatedwiththeskills.Throughliteraturereview,theresearchersexplorethepossibilityofusinganactionresearchtoimproveEnglishwritinginstruction.TheuseofonlinewritingtoolstoassistEnglishwritinginstructionisalsoinvestigat
8、ed.Thethirdandfourthsectionsinthischapterfocusonthetheoreticaldimensionofmetacognition.Inthesetwoparts,manycurrentissuesofmetacognitionarepresented.Basedontheconceptsandrecentstudies,theadoption
