Chapter 1 Introduction
1.1 Introduction
1.2 The Chinese ELT context
1.3 Aims and significance of the study
1.4 0rganisation of the thesis
Chapter 2 Literature Review
2.1 Introduction
2.2 Autonomy in language learning
2.3 Metacognition
2.4 Research on writing and writing itruction
2.5 Summary of the literature review
Chapter 3 Research Design
3.1 Introduction
3.2 Research approaches to language leaming in dassrooms
3.3 Itrument design
3.4 Pedagogical design of the writing coue
3.5 Data collection
3.6 Data analysis
3.7 Summary
Chapter 4 Knowledge and Beliefs about Self-regulated Language
Learning
4.1 Introduction
4.2 Descriptive results of the questionnaire survey
4.3 Relatiohips between the subcategories of the peonvariable
4.4 Attributional facto in learning success
4.5 Inter-group differences in peon, task and strategic
variables
4.6 Summary of the chapter
Chapter 5 Peon Knowledge
5.1 Introduction
5.2 Pre-coue peon knowledge about writing
5.3 Post-coue peon knowledge about writing
5.4 Key themes of pre- and post-coue peon knowledge
5.5 Developing trend of peon knowledge: triangulation of the
diaries
5.6 Participants'' questionnaire results of the peon variable in
language learning
5.7 Summary of the chapter
Chapter 6 Task Knowledge and Strategic Knowledge
6.1 Introduction
6.2 Pre-coue task knowledge about writing
6.3 Post-coue task knowledge about writing
6.4 Key themes of pre- and post-coue task knowledge
6.5 Developing trend of task knowledge: triangulation of the
diaries
6.6 Pre-coue strategic knowledge
6.7 Post-coue strategic knowledge
6.8 Key themes of pre- and post-coue strategic knowledge
6.9 Developing trend of strategic knowledge: triangulation of
the diaries
6.10 Participants'' questionnaire results of task and strategic
variables in language learning
6.11 Effects of the writing coue on participants'' writing
performance
6.12 Summary of the chapter
Chapter 7 Case Studies
7.1 Introduction
7.2 Xue
7.3 Cheng
7.4 Zhang
7.5 Fang
7.6 Summary of the chapter
Chapter 8 Overall Discussion and Conclusio
8.1 Introduction
8.2 Revisiting the research goals
8.3 Summary of the research findings and discussion
8.4 The issue of sustainability
8.5 Theoretical model of metacognitive knowledge in language
learning
8.6 Pedagogical principles of self-regulation in L2 writing
8.7 Evaluation of the research
8.8 Final conclusio and recommendatio for future research
Bibliography
Appendices
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