EFL×ÛºÏÐÔд×÷²âÊÔÈÎÎñÊÜÊÔ²ßÂÔÔËÓÃÑо¿:Ó¢ÎÄ°æ

CHAPTER ONE INTRODUCTION
1£®1 Rationale for the study
1£®2 Significance of the study
1£®3 Outline of the study

CHAPTER TWO LITERATURE REVIEW
2£®1 Mental operations in writing
2£®1£®1 Cognitive operations in writing
2£®1£®2 Metacognition
2£®1£®3 Metacognitive strategies in writing
2£®2 Constructivist discourse synthesis
2£®2£®1 Organizing
2£®2£®2 Selecting
2£®2£®3 Connecting
2£®3 Studies on integrated tasks
2£®3£®1 Merits and problems of integrated writing tasks
2£®3£®2 Product-focused studies of integrated test tasks £®£®£®
2£®3£®3 Process-focused studies of integrated test tasks £®£®£®
2£®4 Elicitation of strategy use
2£®4£®1 Self-scoring questionnaires
2£®4£®2 Interviews
2£®4£®3 Think-aloud protocols
2£®4£®4 Journals
2£®5 Research hypothesis and research questions
2£®5£®1 Research hypothesis
2£®5£®2 Research questions

CHAPTER THREE RESEARCH METHODOLOGY
3£®1 A mixed-method approach¡ª¡ªtriangulation
3£®2 Participants
3£®2£®1 Participants of the quantitative study
3£®2£®2 Participants of the qualitative study
3£®3 Data collection
3£®3£®1 Measurement instruments
3£®3£®2 Questionnaire data
3£®3£®3 Think Aloud Protocols
3£®3£®4 Follow-up interviews
3£®4 Data analysis
3£®4£®1 MFRM analysis of test scores
3£®4£®2 Factor analysis of questionnaire data
3£®4£®3 TAP data analysis
3£®5 Summary

CHAPTER FOUR RESULTS
4£®1 Multi-Faceted Rasch measurement
4£®1£®1 The vertical rulers
4£®1£®2 Examinee measurement report
4£®1£®3 Raters' rating quality
4£®1£®4 Item measurement report
4£®1£®5 Summary
4£®2 Item-level questionnaire data analyses
4£®2£®1 The meaning-constructing strategy use questionnaire
4£®2£®2 The metacognitive strategy use questionnaire
4£®2£®3 The cognitive strategy use questionnaire
4£®3 Confirmatory factor analysis
4£®4 Qualitative data analyses
4£®4£®1 Meaning-constructing strategy use
4£®4£®2 Metacognitive strategy use
4£®4£®3 Cognitive strategy use
4£®4£®4 Summary
4£®5 Summary of the chapter

CHAPTER FIVE DISCUSSION
5£®1 Nature of subjects' reported strategy use
5£®1£®1 Meaning-constructing strategy use
5£®1£®2 Metacognitive strategy use
5£®1£®3 Cognitive strategy use
5£®2 Differences in strategy use across performance levels
5£®2£®1 Subjects' source use
5£®2£®2 Metacogntive strategy use
5£®2£®3 Cognitive strategy use
5£®3 Summary

CHAPTER SIX CONCLUSION
6£®1 Summary of the main findings
6£®2 Implications
6£®2£®1 Theoretical implications
6£®2£®2 Pedagogical implications
6£®2£®3 Methodological implications
6£®3 Limitations
6£®4 Future research directions

APPENDIX
REFERENCES
INDEX
POSTSCRIPT