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<p>Although metadiscourse use in writing has extensively been studied through corpus-based methods, few measures to date have been found to examine metadiscourse skills in L2 writing. To fill the research gap, this study aims to develop and validate a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing. Item generation of the scale was through literature review and unstructured interview. To validate the scale, a total of 2,495 first-year non-English major students (Sample One and Sample Two) were recruited on a voluntary basis from two Chinese universities. Sample One (1417 cases) was asked to finish the original version of the scale for exploratory factor analysis (EFA). Then, Sample Two (1078 cases) was asked to write a timed argumentative essay and complete the revised version of the scale to cross-validate it through confirmatory factor analysis (CFA) and multiple regression analysis. Results show that this scale with sound psychometric properties consists of three factors, that is, planning of interactive metadiscourse (PIM), monitoring of interactive metadiscourse (MIM), and evaluating of interactive metadiscourse (EIM). A final model containing 19 items is retained. The scale development corroborates the theoretical rationale for combining metacognition and metadiscourse with empirical data and offers important pedagogical implications for writing instruction and research.</p>

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Development and validation of a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月22日

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  • Chenghui Chen,
  • Lawrence Jun Zhang

摘要

Although metadiscourse use in writing has extensively been studied through corpus-based methods, few measures to date have been found to examine metadiscourse skills in L2 writing. To fill the research gap, this study aims to develop and validate a scale for metacognitive regulation of interactive metadiscourse strategies in L2 argumentative writing. Item generation of the scale was through literature review and unstructured interview. To validate the scale, a total of 2,495 first-year non-English major students (Sample One and Sample Two) were recruited on a voluntary basis from two Chinese universities. Sample One (1417 cases) was asked to finish the original version of the scale for exploratory factor analysis (EFA). Then, Sample Two (1078 cases) was asked to write a timed argumentative essay and complete the revised version of the scale to cross-validate it through confirmatory factor analysis (CFA) and multiple regression analysis. Results show that this scale with sound psychometric properties consists of three factors, that is, planning of interactive metadiscourse (PIM), monitoring of interactive metadiscourse (MIM), and evaluating of interactive metadiscourse (EIM). A final model containing 19 items is retained. The scale development corroborates the theoretical rationale for combining metacognition and metadiscourse with empirical data and offers important pedagogical implications for writing instruction and research.