Cognitive Apprenticeship in Secondary Writing Instruction: Fostering Metacognition and Self-Regulation

Abstract

This study examines, within an applied linguistics framework, the contribution of the Cognitive Apprenticeship (CA) model to the development of metacognitive and self-regulatory skills in senior high school students’ argumentative writing. Using a quasi-experimental action research design, a year-long intervention was implemented in two first-year senior high school classes, with a third class serving as a comparison group. The intervention enacted core CA components—development of prior knowledge, modeling, coaching, scaffolding, articulation, reflection, and exploration—through structured metacognitive strategy instruction and targeted writing tasks aimed at transforming metacognitive knowledge into self-regulated writing competencies. Methodological rigor was ensured through data triangulation, including pre- and post-intervention writing assessments evaluated with a validated rubric, an open-ended metacognitive knowledge elicitation task, student interviews, and classroom observations. Writing samples were independently scored by two raters. Quantitative data were analyzed using paired-sample and between-group comparisons, while qualitative data were coded within a thematic framework. Results indicate significant gains in metacognitive awareness, self-regulatory behaviors, and writing quality among students in the intervention classes compared to the control group. Qualitative evidence highlights

increased strategic engagement and learner autonomy during the writing process. Overall, the findings demonstrate that socio-cognitive instructional approaches support metacognition and self-regulation in secondary-level writing instruction.