An Empirical Study of Meta-lingual Knowledge Instruction and College English Writing

This paper investigates the relationship between English meta-lingual knowledge and college English writing. Participatants are students from two parallel classes. While the experimental group(N=46)receive intervention on meta-lingual knowledge for eight weeks, the control group(N=48)keep the traditional teaching approach, with little knowledge in this regard involved. The findings show that though there are no notable differences between the two groups, the instruction still exerts some effects on participants' English writing. A significantly positive correlation is identified between learners' meta-lingual knowledge and their writing