ABSTRACT

This chapter compares and contrasts the MK systems of the three groups of students and key findings will be presented diagrammatically. Both theoretical and pedagogical implications will be drawn based on the findings reported. It is my research philosophy that findings from educational research are made relevant to not only researchers but also frontline teachers. Therefore, pedagogical implications are equally important. In particular, with an understanding that students with different writing proficiencies exhibit a distinct yet similar MK system, intervention measures for EFL writing teachers will be proposed which could potentially strengthen students’ person, task, and strategic knowledge in writing. One part of this chapter focuses on the needs of the teachers. In this part, I will attempt to introduce some sample curriculum materials which incorporate the needs of the student participants as exemplified in their metacognitive knowledge systems. Although the teaching materials are developed based on the needs of the student participants and the context of an EFL secondary school, teachers who work in other similar contexts (i.e. Southeast Asian regions, namely Hong Kong, Japan, Thailand, Taiwan, Singapore) can easily adapt the materials to cater for their students’ needs.