Research on the Integration and Training of Metacognitive Strategies in Japanese Writing Teaching Materials

Abstract

With the shift in foreign language education paradigms from knowledge transmission to competency development, fostering learners’ self-regulated writing ability has become a critical issue in Japanese language teaching research. Metacognition, defined as cognition about cognition, reveals the regularities of cognitive processes from the perspective of cognitive psychology, providing a new analytical dimension for the academic community to re-examine current issues in Japanese writing instruction and laying a theoretical foundation for exploring future pedagogical reforms. This study focuses on the integration and training of metacognitive strategies in Japanese writing teaching materials. It begins by systematically analyzing the intrinsic relationship between metacognitive theory and the Japanese writing process, demonstrating the core value of metacognition in developing writing proficiency. Subsequently, through an examination of existing textbooks, it identifies gaps in metacognitive strategy integration concerning instructional design, knowledge presentation, and learning pathways. Finally, the study proposes optimization pathways for teaching materials, including the organic integration of metacognitive knowledge, strategic guidance during the writing process, and the design of autonomous writing training, thereby providing a theoretical basis for developing new Japanese writing textbooks that foster learners’ self-regulatory abilities.