1. Research background

The importance of metacognitive teaching in academic English writing classrooms was discussed, emphasizing learners' metacognitive characteristics, the complexity of cognitive processes, and their impact on genre learning. Negretti u0026 Kuteeva (2011) applied the concept of metacognition to genre teaching and proposed that learners' genre awareness is essentially metacognition, which can be referred to as "metacognitive genre awareness". Tardy et al. (2020) incorporated metacognition into the theoretical framework of developing genre knowledge, emphasizing its crucial role in enabling learners to effectively apply genre knowledge and achieve communicative objectives in different contexts. Metacognition has become the main research direction for improving the efficiency of genre knowledge learning and promoting the application of genre knowledge. Previous studies have preliminarily explored practical pathways for developing learners' metacognition in academic English writing classrooms, such as self reflection, text self-evaluation, peer evaluation, knowledge visualization, and other metacognitive tasks to enhance metacognitive genre awareness. In recent years, the importance of assessment in metacognitive teaching of second language writing has received attention and become a new research perspective. Lee U0026 Mak (2018) proposed that "evaluation" should be the starting point for implementing metacognitive teaching in second language writing classrooms, and learners' self-evaluation and reflection should run through the entire writing process. However, there is still limited empirical research on this topic.

2 Literature Review

Metacognition in academic English writing involves knowledge and strategies for managing the writing process, including metacognitive knowledge and metacognitive regulation. Metacognitive knowledge encompasses subject knowledge, task knowledge, and strategy knowledge, while metacognitive regulation includes planning, monitoring, and evaluation. Self evaluation, as a metacognitive teaching method, promotes metacognitive development by evaluating learning performance. Although self-evaluation has received attention in the field of second language writing, empirical research is still limited. This study aims to explore the role of self-evaluation in academic English writing classrooms and its impact on learners' metacognition and genre knowledge development.

3 Research Design

Introduced a metacognitive teaching research design centered on self-evaluation. The study was implemented in the "Academic English (Management Science)" course at a university in Shanghai, using the case analysis genre and requiring students to apply their professional knowledge to analyze business cases. Teaching practice includes three stages: planning, monitoring, and evaluation. Self evaluation is conducted through two methods: writing monitoring checklists and text self-assessment. The research subjects were 45 undergraduate students, and writing monitoring checklists, homework texts, and interview data were collected. Using the grounded analysis method to analyze the data and summarize themes related to the development of metacognition and genre knowledge. At the same time, conduct macro and micro level analysis on the homework text to evaluate the accuracy and effectiveness of self-evaluation. The entire analysis process adopts triangulation and peer inquiry methods to improve the reliability of the research.

4 research findings

The role of self-evaluation in academic English writing teaching was explored, and it was found that writing monitoring checklists and text self-evaluation help students develop metacognitive knowledge and enhance genre learning. Through self-evaluation tasks, students have enhanced their ability to plan, organize, and evaluate language step structures and argumentation processes, and improved their knowledge of metacognitive strategies. At the same time, self-evaluation tasks promote students' reflection on their own learning efforts and enhance their metacognitive subject knowledge. However, research has found that some students have problems with insufficient learning engagement and low evaluation effectiveness when performing self-evaluation tasks. Some students fail to attach importance to self-evaluation tasks or cannot accurately evaluate their writing performance during self-evaluation, resulting in self-evaluation results that do not match the actual writing situation, which affects the effective regulation of the cognitive process of writing.

5 Discussion and Inspiration

Explored the effectiveness of combining self-evaluation centered metacognitive teaching with process genre teaching method, and pointed out that this combination can promote students' cognitive monitoring of genre learning, help them master and apply genre knowledge. By comparing self-evaluation tasks with genre knowledge, students have stimulated their understanding and exploration of case analysis writing, and improved their writing performance. The continuous and dynamic nature of self-evaluation tasks guides students to deeply reflect on the application of genre knowledge, develop metacognitive knowledge, and enhance genre awareness. However, research has also found that students have insufficient understanding of the correlation between self-evaluation and genre learning, lack learning engagement, and have low completion rates of self-evaluation tasks. Students lack awareness of the role of metacognitive teaching and exhibit resistance. Individual differences among students, such as English proficiency and personal abilities, affect the execution of self-assessment tasks. Teaching design should pay attention to the development of students' genre knowledge, ensure that self-evaluation tasks are in line with students' cognitive levels, and provide support such as teacher support and peer assistance to improve the effectiveness of self-evaluation.

6 Conclusion

This paper summarizes the integration practice of metacognitive teaching and process genre teaching method in the self-evaluation center of academic English writing classroom, explores the application of self-evaluation tasks in cultivating students' metacognitive ability and promoting genre learning, and provides new ideas for academic English writing teaching. Future research needs to further explore the relationship between enhancing students' learning engagement in assessment and metacognitive task execution, as well as the development of students' genre knowledge and the effectiveness of self-evaluation, in order to better leverage the link between evaluation and learning, promote metacognitive development and genre learning.