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Two adult beginners received a 10-session SBI focused on planning and organizing, with the Cognitive Academic Language Learning Approach (CALLA) implemented via graphic organizer software. Results from pre- and post-writing comparisons show improved idea generation and clearer logical organization. Learner reflections and semantic maps indicate increased engagement and metacognitive planning and organizing practice, leading to recommendations for future instruction and research.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-esl-beginners-metacognitive-writing-strategies-through-multimedia-software-case-study/597930/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-esl-beginners-metacognitive-writing-strategies-through-multimedia-software-case-study/597930.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional approach is used to teach metacognitive writing strategies to ESL beginners?","Question",{"text":112,"@type":113},"The study uses strategy-based instruction (SBI) assisted by multimedia software. It applies the Cognitive Academic Language Learning Approach (CALLA) with graphic organizer tools to support planning and organizing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many learners participated, and how long was the instruction?",{"text":117,"@type":113},"Two beginning-level adult ESL learners participated. The intervention consisted of 10 sessions focused on planning and organizing strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What improvements were observed after the SBI intervention?",{"text":121,"@type":113},"Comparisons of writings before and after SBI indicate noticeable improvement in learners’ ability to generate ideas and to organize their essays logically.",{"name":123,"@type":110,"acceptedAnswer":124},"What evidence suggests increased engagement during prewriting?",{"text":125,"@type":113},"Researchers’ observation notes and learners’ reflections indicate that engagement and motivation are boosted during prewriting activities using the graphic organizer software, and semantic maps show practice of planning and organizing strategies.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597930,1792209091,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":36,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching ESL Beginners Metacognitive Writing Strategies Through Multimedia Software  \nThis case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic organizer software. Our findings show that technology-supported SBI has brought multiple benefits for the learners. Comparisons of writings before and after SBI indicate that there is noticeable improvement in learners’ ability to generate ideas and in logical organization of their essays. Researchers’ observation notes and learners’reflections suggest that learners’ engagement and motivation are boosted during their prewriting activities using the graphic organizer software. A close examination of the semantic maps generated from the writing software also reveals how learners practice metacognitive planning and organizing strategies for their writing. Finally, recommendations are made for future instructors and researchers investigating this topic.  \nIntroduction  \nWe, as English language teachers, have witnessed that our  \nL2 learners, especially low-proficient ones, are struggling  \nwith the seemingly formidable task of academic writing and with the use of metacognitive writing strategies to tackle the demands of writing tasks. Researchers in the field of language-learning strategies (LLS) have increasingly zeroed in on how strategy-based instruction (SBI) can better enhance L2 learners’ language development and make learning more enjoyable, effective, and efficient (Oxford, 1990). Empirical studies on LLS have shown that SBI can facilitate ESL  \n60 • The CATESOL Journal 26.1 • 2014  \nstudents’ language learning, improve learning motivation, and reduce learning anxiety (Oxford, Lavine, Felkins, Hollaway, & Saleh, 1996) .  \nBy the same LLS token, metacognitive strategies (e.g., planning and organizing) have been proven to be beneficial in learning unfamiliar content by low-proficient learners (Ching, 2002) . In our teaching context, two adult ESL beginners who were receiving remedial instruction on academic writing also epitomize this phenomenon. That is, low-achieving ESL beginners are usually constrained not only by the language barrier, but also by the unfamiliarity with appropriate LLS to help them cope with the demands of academic writing.  \nTo better align instruction with language learners’ digital learning styles, Oxford (2008) has called for integrating digital technology into language instruction. Nevertheless, implementing digital technology to enhance ESL beginners’ use of metacognitive strategies in writing is still an area that deserves more research attention in order to provide theoretical and pedagogical implications.  \nThe aforementioned concerns have motivated us to investigate how L2 beginners tap into metacognitive planning and organizing strategies during the prewriting stage and whether explicit SBI supported by multimedia technology can enhance their strategy use, which also leads to their writing development. The following literature review will provide further explanations about why it is crucial to conduct LLS research on this domain.  \nBackground  \nThe Composing Processes of L1 and L2 Writers  \nThe composing processes of L1 and L2 writers have been of primary interest to L1 and L2 writing researchers for the past several decades. Studies on L1 and L2 writers’ composing processes suggested that planning and organizing are critical skills for proficient writers (De La Paz & Graham, 2002; Sasaki, 2000). These studies revealed that  \n1. Skilled L2 writers plan more and structure their ideas better than less skilled writers;  \n2. Planning before writing (i.e., advanced planning) helps in reducing the cognitive load of short-term mem","cbCaivIoMfRKOndp","https://ap.wps.com/l/cbCaivIoMfRKOndp","pdf",647860,16,"English","# Introduction\n## Background\n## The Composing Processes of L1 and L2 Writers\n## Metacognitive Strategies\n## Influence of SBI on Strategy Use and Writing Proficiency\n## Models of Strategy Instruction","[{\"question\":\"What instructional approach is used to teach metacognitive writing strategies to ESL beginners?\",\"answer\":\"The study uses strategy-based instruction (SBI) assisted by multimedia software. It applies the Cognitive Academic Language Learning Approach (CALLA) with graphic organizer tools to support planning and organizing.\"},{\"question\":\"How many learners participated, and how long was the instruction?\",\"answer\":\"Two beginning-level adult ESL learners participated. The intervention consisted of 10 sessions focused on planning and organizing strategies.\"},{\"question\":\"What improvements were observed after the SBI intervention?\",\"answer\":\"Comparisons of writings before and after SBI indicate noticeable improvement in learners’ ability to generate ideas and to organize their essays logically.\"},{\"question\":\"What evidence suggests increased engagement during prewriting?\",\"answer\":\"Researchers’ observation notes and learners’ reflections indicate that engagement and motivation are boosted during prewriting activities using the graphic organizer software, and semantic maps show practice of planning and organizing strategies.\"}]","Teaching ESL Beginners Metacognitive Writing Strategies Through Multimedia Software - Case Study | PDF",1792085974]