Using Metacognitive Strategies in Writing Classes
Subject Areas : All areas of language and translation
محمدشریف حسینی
1
(
محمدشریف حسینی بخش آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد گچساران
)
Keywords: Monitoring, Evaluation, Planning, writing skill, Metacognitive strategies,
Abstract :
The present paper was an endeavor to explore the impact of using metacognitive strategies on EFL learners' writing performance. Also, the learners’ views on the use of these strategies in their classes were assessed. To this end, 40 intermediate learners participated in this study. The experimental group included 20 students who underwent metacognitive writing strategies instruction while the control group included 20 students who followed the routine teaching of the writing skill of the language school. All participants sat for the same writing pretest at the outset and the same posttest once the treatment was over. Moreover, a metacognitive writing questionnaire was used to explore the learners’ views toward employing the mentioned strategies. The results indicated that the employment of metacognitive strategy significantly affected the learners’ writing performance. Furthermore, the learners held positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and, among all, monitoring was used mainly by the participants.
Al-Besher, K. (2012). Developing the writing skills of ESL students through the collaborative learning strategy (Published doctoral dissertation). Newcastle University.
Amani, S. (2014). Metacognitive Strategy Instruction and Pre-task Planning: Impact on L2 Argumentative Writing Ability. Published doctoral dissertation, Auckland University.
Ashman, A. F., & Conway, R. N. (2017). Using cognitive methods in the classroom. Routledge. 1(2), 210-220. https://doi.org/10.4324/9781315271019.
Asikcan, M., & Saban, A. 2018. Prospective Teachers' Metacognitive Awareness Levels of Reading Strategies. Cypriot Journal of Educational Sciences, 13(1), 23-30.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14 (3), 191-205. https://doi.org/10.1016/j.jslw.2005.08.001.
Cho, Y. A. (2017). Metacognitive Strategy Instruction in L2 Listening Development for EFL College Students. Review, 43(3), 185-205.
Corkery, F. (2014). An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand (Published doctoral dissertation). Massey University.
Dabarera, C., Renandya, W. A. & Zhang, L. J. 2014. The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473.
Dobson, D., & Dobson, K. S. (2016). Evidence-based practice of cognitive-behavioral therapy. Guilford Publications, 5 (1), 195-210.
Flavell, J. H. (1999). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906
Flower, L. (1989). Problem-solving strategies for writing. Orders, Harcourt Brace Jovanovich, 7555 Caldwell Ave., Chicago, IL 60648.
Furnes, B., & Norman, E. (2015). Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. Dyslexia, 21(3), 273-284.
Gay, I.R. & Airasian, P. (2003). Educational Research: Competencies for analysis and application. Seventh Edition. New Jersey: Merrill Prentice- Hall.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60 (3), 222-232. https://doi.org/10.1093/elt/ccl002
Gustilo, L. E. (2013). An analysis of writer’s performance, resources, and idea generation processes: The case of Filipino engineering students. Language Testing in Asia, 3(1), 2. https://doi.org/10.1186/2229-0443-3-2
Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1.
Hertzog, C., & Dunlosky, J. (2004). Aging, metacognition, and cognitive control. The psychology of learning and motivation: Advances in research and theory, 45, 215-251. https://doi.org/10.1016/S0079-7421 (03)45006-8.
Ibor, J. (2001). DSM-IV-TR: manual diagnóstico y estadístico de los trastornos mentales: texto revisado. Masson.
Iobidze, M. (2019). Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension. Journal of Education in Black Sea Region, 4, Issue 2.
Lv, F., & Chen, H. (2010). A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students. English Language Teaching, 3, No. 3.
Maftoon, P., & FakhriAlamdari, E. (2016). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 1-20.
Mohamed, A. F., & Rashid, R. A. (2017). The metadiscourse markers in good undergraduate writers’ essays corpus. International Journal of English Linguistics, 7(6), 213-220.
Movahed, R. 2014. The effect of metacognitive strategy instruction on listening performance, metaconitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4 (2), 88.
Muthanna, A. (2016). Teaching and learning EFL writing at Yemeni Universities: A review of current practices. In Teaching EFL Writing in the 21st Century Arab World (pp. 221-243). Palgrave Macmillan, London.
Narang, D., & Saini, S. (2013). Metacognition and academic performance of rural adolescents. Studies on Home and Community Science, 7(3), 167-175.
Nietfeld, J. L., & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. The Journal of Educational Research, 95(3), 131-142.
Pitenoee, M., Modaberi. A., & Ardestani, E. (2017). The Effect of Cognitive and Metacognitive Writing Strategies on Content of the Iranian Intermediate EFL Learners’ Writing. Journal of Language Teaching and Research, 8, No. 3, pp. 594-600.
Stewart, G., Seifert, T. A., and Rolheiser, C. (2015). Anxiety and Self-Efficacy's Relationship with Undergraduate Students' Perceptions of the Use of Metacognitive Writing Strategies. Canadian Journal for the Scholarship of Teaching and Learning, 6 (1), 4.
Talafhah, R., Al-Jarra, T., Mansor, N., & Al-Jarrah. J. (2018). The Effect of Using Metacognitive Strategies on Writing Performance of EFL Students in Jordanian Private and Public Schools: A Comparative Study. Scholars International Journal of Linguistics and Literature, ISSN: 2616-8677.
Thiede, K. W., Anderson, M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of educational psychology, 95(1), 66.
Trapman, M., van Gelderen, A., van Schooten, E., and Hulstijn, J. (2017). Reading comprehension level and development in native and language minority adolescent low achievers: Roles of linguistic and metacognitive knowledge and fluency. Reading and Writing Quarterly, 33(3), 239-257.
Wei, Z., Shang, H., & Briody, P. (2012). The Relationship between English writing ability levels and EFL learners’ metacognitive behavior in the writing process. International Journal of Academic Research in Progressive Education and Development, 1(4), 154-180.
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13 (3), 243-274.
Zhang, L. J. and Qin, T. L. (2018). Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments. In Metacognition in Language Learning and Teaching (pp. 157-177). London, England: Routledge (Taylor & Francis Group).
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York: Routledge.