Exploring the effect of metacognitive strategies on writing performance (original) (raw)
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Metacognitive knowledge, knowledge about knowledge, was found to have a positive effect on learners’ performance, self-regulation, and academic success (Hartman, 2001; Wenden, 2001 & McCormick, 2013). However, little research has been done about the use of metacognitive knowledge and strategies applied in EFL writing in a Saudi context. The present study investigated the university learners’ metacognitive abilities in relation to writing including other variables like learners’ educational background and years of studying English. The study examined the correlation between the learners’ metacognitive abilities and their writing performance affected by their metacognitive knowledge and its regulation. Data were collected using a modified version of the Metacognitive Components of Planning Writing Self-inventory developed by Escorcia and Gimenes (2020) to analyze the learners’ metacognitive writing strategies. The survey consisted of three factors, metacognitive conditional knowledge,...
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The Effect of Metacognitive Strategy Training on the Improvement of Iranian EFL Learners’ Writing
Journal of Advances in English Language Teaching, 2014
The purpose of this quasi-experimental study was to determine the impact of explicit metacognitive strategy instruction on Iranian EFL learners' writing. This study involved the teaching of five explicit metacognitive strategy lessons to students English at advance level. Students in both the treatment and comparison groups completed the Writing Pretest Essay, which was holistically scored to determine the equivalence of groups. The Writing Pretest Essays were submitted prior to the treatment and were compared to the Writing Post-test Essays that were submitted after the treatment (about six weeks later). The Writing Post-test Essays were holistically scored and analyzed to see if there was a significant difference in those essays prepared by students who had explicit instruction in metacognitive strategy use as compared to those who did not receive the instruction. The results of a ANO-VA indicated that teaching metacognitive strategies could play a significant role in the improvement of the students' essays.
Journal of Language and Linguistic Studies, 2021
This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the students' metacognitive awareness, and a writing rubric to assess the students' academic writing skills. Quantitative analysis by using Pearson Correlation test and Multiple Regression test were employed to check the correlation, and its strength and direction, respectively. The results demonstrated that there was a significant and unidirectional correlation between metacognition and writing skills. Furthermore, it was noted that knowledge about cognition and regulation of cognition together affect the English writing skills with an influence level of up to 41.7%, and each variable of the two parameters gave a great influence on the English writing skills up to 82, 2%. These findings indicated that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. Pedagogical implication lies in the better understanding of metacognition that will help writing teachers to be supportive and encourage them to develop lesson plans which accommodate this notion.
International Journal of Learning and Development, 2016
Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of cognitive and metacognitive strategies on primary learners are somewhat rare. Therefore, the focus of this paper is to provide an experimental investigation to explore the effect of cognitive and metacognitive writing strategies on Iranian elementary learners' writing. To this end, 75 elementary learners were recruited to participate in this study. The findings show that the intervention achieved a significant treatment effect on both experimental groups including cognitive and metacognitive writing strategies groups. Furthermore, it was found that the metacognitive group outperformed the cognitive one.
مجلة العلوم الإنسانية
Writing has an effective role in learning any language. It is a basic skill that endorses language acquisition, fosters critical thinking and permits students to communicate. Moreover, it becomes an essential competence for the learner to communicate in the globalized world and to achieve academicsuccess. This study is a fulfillment of the urgent need to make students aware of some metacognitive strategies that facilitate the writing task. It seeks to explore the efficiency of implementing metacognitive strategies via the use of the Process Approach in English Foreign Language writing classes to develop the students' written production. Two main tools are used which are the teachers and the students questionnaires, and a quasi-experimental research (pre test and post test). During the experimental study, the researcher used metacognitive strategies and taught the participants in the experimental group how to use them in their writing skill. Through this study, the researcher has attempted to create a motivating environment and aid the learners to write essays following the different recursive stages of the Process Approach as a metacognitive strategy. However, the participants in the control group did not receive any treatment during their writing practice. The results show that the written compositions of the experimental group are highly improved compared to the control group.