Academic English writing metacognition, behavioral engagement, and competence development among post-graduate students of Chinese agricultural universities

International Journal of Research Studies in Language Learning
CollabWritive Special Issue
2024 Volume 10 Issue 1

Available Online: 15 April 2024

Author/s:

Meng, Jing*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (85174545@qq.com)

Caiga, Beverly T.
Graduate School, Lyceum of the Philippines University – Batangas, Philippines

Abstract:

The mastery of academic English writing is crucial for post-graduate students worldwide, serving as a cornerstone for academic communication, publication, and professional advancement. Amidst growing acknowledgment of the significance of academic English writing proficiency, this dissertation aims to explore the relationships between academic writing metacognition, behavioral engagement, and competence development among Chinese agricultural post-graduate students. Employing a descriptive quantitative research design, the investigation gathered data from 385 post-graduate students across three agricultural universities of varying academic prestige in China through a structured questionnaire. The collected data were analyzed using the statistical software of SPSS to rigorously examine the responses of the questionnaire. The combined employment of mean analysis, ANOVA, and correlational analysis offered a comprehensive data analysis. The findings suggested that female respondents’ outnumbering over the male respondents and the respondents’ were even distribution in school type and year level, the respondents’ overall agreement with all the subdomains under the three major variables, illustrated significant difference on each variable when grouped according to school type, year level, and academic English learning experience, and illuminated significant relationships between metacognition, behavioral engagement, and competence development in academic English writing. By highlighting the pivotal role of metacognition and behavioral engagement in academic English writing development, this dissertation contributes to a broader understanding of the academic writing development process and offers valuable guidance for curriculum developers, educators, and policymakers in crafting language learning program that addresses the specific needs of academic English writing among post-graduate students in Chinese agricultural universities.

Keywords: Academic English Writing, metacognition, behavioral engagement, competence development, Chinese Agricultural universities

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DOI: https://doi.org/10.5861/ijrsll.2024.009

Cite this article:
Meng, J., & Caiga, B. T. (2024). Academic English writing metacognition, behavioral engagement, and competence development among post-graduate students of Chinese agricultural universities. International Journal of Research Studies in Language Learning, 10(1), 93-104. https://doi.org/10.5861/ijrsll.2024.009

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