Metacognitive Scaffolding Deficits in Early Adolescent L2 Learners: A Longitudinal Classroom-Based Analysis of Self-Regulated Writing Strategy Acquisition in CLIL Environments

Abstract

This study investigates the longitudinal development of self-regulated writing strategies among early adolescent second-language (L2) learners enrolled in Content and Language Integrated Learning (CLIL) programs across three middle schools in the Flemish Community of Belgium. Drawing on Zimmerman's cyclical model of self-regulation and Flavell's metacognitive monitoring theory, the research tracked 214 learners (ages 11–14) over 18 months using think-aloud protocol analysis, portfolio assessment rubrics, and multilevel structural equation modeling (MSEM). Findings reveal statistically significant deficits in metacognitive scaffolding uptake among learners transitioning from L1-dominant instructional contexts, with teacher feedback calibration emerging as the strongest predictor of autonomous strategy deployment. These results carry direct implications for CLIL curriculum sequencing, formative assessment design, and pre-service teacher training in multilingual educational settings.