Enhancing academic writing through metacognitive strategies: a systematic review of empirical evidence

Mark López Chumbe

Resumen


The aim of this study was to conduct a comprehensive review of existing research on the use of metacognitive strategies in academic writing, employing the PRISMA methodology. The evaluation was conducted by searching the Scopus, Web of Science, and Scielo databases for pertinent articles released from 2013 to 2023. The results validated the importance and effectiveness of metacognitive strategies in the realm of scholarly writing. This article emphasizes the significance of promoting the teaching and utilization of metacognitive abilities to enhance students' academic writing.


Palabras clave


Metacognitive strategies; Academic writing; Self-regulation; Writing process; Metacognition.

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Referencias


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DOI: https://doi.org/10.23857/pc.v9i7.7543

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