| Metacognitive knowledge, "a relatively stable information human thinkers have about their own cognitive processes and those of others" (Wenden, 1998, p.516) is considered an important factor in language learners' success not only inside but also outside the classroom. However, confounding definitions and measures of metacognitive knowledge in SLA have made it challenging to compare and synthesize the body of research carried out in this area thus far (cf. Schoonen et al., 2003).;This study aims to establish a clear definition and operationalization of metacognitive knowledge in the context of L2 writing by identifying its components. The study also demonstrates the process of developing a psychometrically valid and reliable measure to assess L2 writers' metacognitive knowledge, using both quantitative and qualitative methods. The following research questions guide the present study: 1) What are the underlying components of metacognitive knowledge in L2 writing? 2) How can L2 learners' metacognitive knowledge of writing be reliably assessed? 3) What does introspective data reveal about learners' metacognitive knowledge in task-based L2 writing? 4) What is the relationship between L2 writers' metacognitive knowledge, L2 proficiency, and L2 writing performance?;First, 253 intermediate Korean university EFL learners participated in a multi-phase procedure for the development of a self-report instrument that can reliably measure L2 writers' metacognitive knowledge. The multi-phase procedure included item pool generation, questionnaire administration, and questionnaire evaluation. Six components of metacognitive knowledge were identified from this data using Exploratory Factor Analysis, including metacognitive knowledge of: 1) task, 2) personal learning process, 3) strategy, 4) text and accuracy, 5) problem solving, and 6) discourse features. Using participants' factor scores on these six components, in addition to L2 proficiency scores from DIALANG, and L2 writing scores from an argumentative writing task, a multiple regression analysis was conducted to investigate the relationship between L2 writers' metacognitive knowledge, L2 proficiency, and L2 writing performance. It was found that L2 proficiency and metacognitive knowledge collectively predicted 38.6% of the variance in L2 writing performance. L2 proficiency was the strongest predictor, while metacognitive knowledge of strategy use, and metacognitive knowledge of problem solving also made significant contributions to predicting L2 writing. In addition, introspective data was collected via stimulated recall interviews with a sub-set of the participants, after they completed the argumentative writing task. The qualitative data gleaned from this process enabled triangulation of the large-scale quantitative data, adding more validity and further insight to the study results.;The empirical results of this study indicated that the components of metacognitive knowledge in L2 writing mostly converged with those identified in early theoretical literature (e.g., Flavell, 1979). In addition, it was found that the particular context of L2 writing – in this case, emphasis on assessment – had a strong influence on writers' metacognitive knowledge. Qualitative data also revealed that students' previous experience with L1 and L2 writing instruction had a stronger influence on their metacognitive knowledge than has been acknowledged in previous literature. |
