Enhancing Metacognitive Awareness on First and Second Language Reading and Writing Mediated by Social Networking Websites

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The purpose of this research is to study how second language (L2) learners' metacognitive knowledge on first and second language reading and writing would differ according to L2 language proficiency levels. Extending the study conducted by Carrell (1991) and Victori (1999), this research draws on interview data collected from Japanese learners of English. The interview data indicated that some effective L1 metacognitive knowledge could transfer across languages as L2 language proficiency improves; however, it appears that most learners tend to focus on language rather than content in L2 tasks. The study further explores the possibility of online reading together with sharing summaries on a social networking website to improve learners' perception of literacy skills.

Keywords: EFL reading, EFL writing, transferability, metacognitive knowledge, social networking website.


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Fukuda, Eri; Okazaki, Hironobu; Hashimoto, Shinichi. (2012). Enhancing Metacognitive Awareness on First and Second Language Reading and Writing Mediated by Social Networking Websites. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 93-98). Research-publishing.net. https://doi.org/10.14705/rpnet.2012.000033

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