Scaffolding Through Google Docs and Writing Achievement: The Mediating Role of Metacognitive Knowledge

Document Type : Original Article

Authors

1 M.A. Student of Applied Linguistics, Department of ELT, Ker.C., Islamic Azad University, Kermanshah, Iran

2 Assistant Professor of Applied Linguistics, Department of ELT, Ker.C., Islamic Azad University, Kermanshah, Iran

10.22077/ali.2025.8592.1058

Abstract

Previous studies have explored the significant function of writing in the language development process, the essential role of metacognition in learning, the efficacy of scaffolding in developing students’ writing skill, and the application of technology in the learning and training process. However, the relationship between writing metacognitive knowledge and scaffolding via Google Docs and academic writing achievement needs further investigation. Therefore, the present study sought to examine whether writing metacognitive knowledge mediates the relationship between English as a foreign language (EFL) learners’ scaffolding via Google Docs and academic writing achievement. The participants were 90 EFL undergraduate students enrolled in a writing course. The proficiency level of the participants was assessed through an online DIALANG test. Then, a quantitative correlational design was used to test the research hypothesis. Two questionnaires were used to gather quantitative data, and students’ performance on academic writing achievement was assessed. To evaluate the data, Pearson correlation, multiple linear regression, simple linear regression, and path analysis were run. The findings uncovered the hypothesized model of relationships among the variables of the study. More specifically, the results supported the mediator role of writing metacognitive knowledge.

Keywords

References

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Applied Linguistics Inquiry
Volume 3, Issue 1
March 2025
Pages 147-161

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History

  • Receive Date: 16 December 2024
  • Revise Date: 19 January 2025
  • Accept Date: 11 February 2025

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