Research on College Writing Feedback Method Based on Metacognition

This study focused on a writing environment in which it is difficult to establish oneself in the infinite information generated by machines, and people are fascinated by writing that produces results relying on the convenience of artificial intelligence. As a result of operating feedback based on “metacognition” as an educational response plan, the following educational meaning was derived: Self-feedback via self-evaluation activates metacognitive strategies for monitoring and self-regulation. Peer feedback reinforces self-objectification in the process of reviewing others’ writings. Instructors can use self-feedback and peer feedback to improve learners’ writing efficacy and encourage their participation in subsequent classes. Ultimately, a multilayered cascade of feedback that combines peer and instructor feedback with self-feedback is meaningful in that it creates conditions in which learners lead metacognition. Despite some limitations, we expect that the discussion in this paper will be shared as an example of a teaching-learning method in educational settings that recognizes the close relationship between college writing and metacognition.