Efl Students Metacognitive Strategies in Online-Based Learning: In Relation to Their Writing Quality

Abstract

This study aimed to investigate the correlation between students metacognitive strategies and their writing quality in an online learning context. It involved 35 English-major students at one of the state universities in East Java, Indonesia. A metacognitive strategies questionnaire and a writing rubric were used as the instruments of this study. Then, the data obtained were analyzed by using a descriptive statistic and a Spearman rho correlation analysis with SPSS 21 program. The results reported that the participants applied metacognitive strategies at high frequency. Among the three kinds of metacognitive strategies, evaluating strategies (M=4.17) are the most strategy used by students, followed by monitoring strategies (M=3.98) and planning strategies (M=3.92) sequentially. The overall mean of the students essay scores (M=76.10) reported that the students writing quality was a good level. The highest to the lowest quality was obtained by the organization aspect, mechanics, language use, vocabulary, and content respectively. Further, there was a moderate positive correlation between students metacognitive strategies and their writing quality in online learning. In sum up, the more students apply metacognitive strategies, the better writing quality they have. It is suggested to conduct with larger participants to make the results more generalizable.

Online-Based L2 Writing Courses and Practicing Metacognitive Strategies: Teacher-Regulated or Individualized?

“…Table 7 indicates the frequency of monitoring strategies in TRMI and IMP groups. The IMP group was more involved in reflection than TRMI, as shown in the frequency of the items that required thinking (items 11,14,18,19). It can be assumed that reflection can be cultivated among learners and can lead to using metacognitive strategies associated with the monitoring dimension in online writing classes.…”

Assessing Metacognitive Online Reading Strategy Usage among EFL Teachers in Indonesia

“…In Indonesian context, while many studies have examined how EFL students use metacognitive reading strategies (Indriyani & Pertiwi, 2021;Fitrianti & Susanti, 2021), there is currently a dearth of research focused on EFL teachers, particularly pre-service teachers. Existing studies involving EFL teachers in the use of these reading strategies revealed mixed findings.…”

“…Meanwhile, there has been very limited research on the role of EFL teachers in using these online strategies. Moreover, research that focuses on pre-service EFL teachers is still very rare, especially in Indonesian context (Indriyani & Pertiwi, 2021;Fitrianti & Susanti, 2021). Research in this area is very important to do because in addition to further support the body of knowledge in online reading, the findings of the research can be used as a reference in improving quality of English learning processes through application of appropriate online reading strategies.…”