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Integrating Structured Reflection into Process Writing: Enhancing Metacognitive Engagement and Writing Performance in Collaborative and Individual ESL Contexts

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  • Irene Yoke Chu Leong

    (Academy of Language Studies, University Technology MARA, Campus Alor Gajah, Melaka, Malaysia)

  • Kuldip Kaur Maktiar Singh

    (Academy of Language Studies, University Technology MARA, City Campus, Melaka, Malaysia)

  • Chun Keat Yeap

    (Academy of Language Studies, University Technology MARA, Campus Alor Gajah, Melaka, Malaysia)

Abstract

This study investigates how structured reflection embedded within process-oriented writing improves ESL learners’ writing quality and metacognitive engagement in both collaborative and individual contexts. Drawing upon Murray’s Process Writing Model and Moon’s Reflective Thinking Model, a mixed-methods study involving 60 Malaysian undergraduates revealed that collaborative learners consistently outperformed their individual peers in writing traits and reflective depth. CEFR-aligned assessments and thematic analysis of journals and surveys underscored that structured reflection heightened writing awareness, purposeful revision, and metacognitive growth. Collaborative settings further amplified dialogic reflection through peer interaction. The findings support embedding structured reflection within the process writing cycle to enhance ESL writing outcomes and recommend its pedagogical adoption.

Suggested Citation

  • Irene Yoke Chu Leong & Kuldip Kaur Maktiar Singh & Chun Keat Yeap, 2025. "Integrating Structured Reflection into Process Writing: Enhancing Metacognitive Engagement and Writing Performance in Collaborative and Individual ESL Contexts," International Journal of Research and Innovation in Applied Science, International Journal of Research and Innovation in Applied Science (IJRIAS), vol. 10(6), pages 1346-1359, June.
    • Handle: RePEc:bjf:journl:v:10:y:2025:i:6:p:1346-1359
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