Year: 2026 | Month: October | Volume: 13 | Issue: 10 | Pages: 370-382
DOI: https://doi.org/10.52403/ijrr.20261033
Reconceptualizing Reflective Practice in L2 Writing: The Role of Metacognitively Structured Follow-Up Activities
Yunik Susanti1, Sulistyani2, Dwi Rahma Wati3
1,2,3Department of English Language Education, Nusantara PGRI Kediri University, Kediri, Indonesia
Corresponding Author: Sulistyani
ABSTRACT
This study examines students’ follow-up activities following the writing test and analyzes the metacognitive dimensions inherent within these activities. Employing a qualitative research design, data were collected from students’ reflective responses and subjected to coding analysis to identify recurring themes and patterns. Results indicate that students participate in diverse follow-up activities, which are classified into four primary domains : (1) linguistic revision-oriented activities, including grammar revision, vocabulary expansion, sentence variation, and rewriting for clarity; (2) strategy-based writing improvement, such as outlining, analysis of model texts, and peer feedback; (3) resource utilization and external support, including digital tools, AI-based applications, and external learning environments; and (4) self-regulated practice and habit formation, encompassing journaling, goal-setting, and timed writing practice. Three principal metacognitive are identified in these activities: metacognitive knowledge, metacognitive regulation and strategic action orientation. Findings indicate that students exhibit substantial learner autonomy by proactively managing and extending their learning beyond classroom setting. Nevertheless, their practices predominantly focus on lower-level linguistic features, indicating the need for instructional support foster higher-order writing skills. This study advances English language education by emphasizing the integration of metacognitive strategy instruction and promotion self-regulated learning in pedagogical approaches. Additionally, the findings highlight the influence of technology-enhanced environments on contemporary language learning behaviors. Further research warranted to assess the impact of these follow-up activities on learning outcomes and investigate their development across varied educational contexts.
Keywords: follow-up activities, metacognition, self-regulated learning, writing strategies, vocabulary development, English language education.
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