Metacognitive awareness of skilled and less-skilled EFL writers

Farahian, Majid; Avarzamani, Farnaz

doi:10.1186/s40862-018-0052-4

Cited by 6 publications

(13 citation statements)

References 31 publications

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“…The students, later on, modified the plan after getting the feedback. Concerning plan modification, Farahian and Avarzamani (2018) stated in their study, there have been contradictive findings in previous research stating that writers followed their plans without changing (Maftoon et al, 2014) while others did not stay with the original intention (Teng, 2019). This research finding adds empirical data to support the latter idea due to the intervention from thesis supervisors.…”

Section: The Role Of Thesis Supervisorsmentioning

confidence: 56%

“…The information from the questionnaires complemented the interview findings. The researchers adapted Farahian and Avarzamani's (2018) questionnaire, MAWQ (Metacognitive Awareness Writing Questionnaire), by adding one open-ended question, "to what extent does the pandemic affect your thesis writing?" and Farahian's (2015) interview guideline on the regulation of cognition.…”

Section: Methodsmentioning

confidence: 99%

“…Hence, they are supposed to reflect on their knowledge and practices. This reflective process necessitates critical thinking, which associates with problem-solving (Nhat et al, 2018) and metacognition (Farahian & Avarzamani, 2018;Murtadho, 2021;Soberg, 2018). De Silva and Graham (2015) claimed that students' knowledge of metacognition affects their writing skills through the act of constructing a plan, monitoring, and assessing practice.…”

Section: Introductionmentioning

confidence: 99%

“…The writing above process is articulated as a metacognitive strategy (Wenden, 1998). The metacognitive strategy includes three phases: planning and drafting, monitoring, and evaluating and revising (Farahian & Avarzamani, 2018). At the planning stage, writers identify aims, audience, ideas, strategies (Goctu, 2017, pp.86), determine lofty goals of writing and identify sources (Teng, 2019), did semantic mapping for brainstorming ideas (Wei, Chen, & Adawu, 2014); make time allotment and construct a draft (Ong & Zhang, 2013;Qin & Zhang, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Turning now to related literature, studies on how EFL students employed their metacognitive strategies in writing are flourishing (Cer, 2019;Qin & Zhang, 2019;Farahian & Avarzamani, 2018). Cer (2019) employed a mix-method study emphasizing metacognitive strategies to enhance students' self-efficacy and writing skills.…”

Section: Introductionmentioning

confidence: 99%

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From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

Rizqiyyah

Nurkamto

Rochsantiningsih

2021

AIJP

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The recent paper aims to figure out how students apply their metacognitive strategies of thesis writing in the COVID-19 pandemic. This study employs an explanatory case study design with 13 English As a Foreign language (EFL) graduates of an Indonesian university involving in this study. Questionnaires and semi-structured interview methods were used for collecting information. The data were then qualitatively analyzed using Miles, Huberman, and Saldana interactive model. The findings indicate that individual differences and thesis supervisors' involvement stimulated varied metacognitive strategy use in thesis writing. The challenges, inefficient time management, supervision system, technological issues, and negative disruptive emotions were attributed to delayed thesis completion in the pandemic. It indicates that the metacognitive experience represented by negative psychological factors profoundly affects students’ metacognitive strategies. Hence, promoting students' positive affective states are essential to achieve the expected writing outcomes.

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Section: The Role Of Thesis Supervisorsmentioning

confidence: 56%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

Rizqiyyah

Nurkamto

Rochsantiningsih

2021

AIJP

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Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays

Umamah

Cahyono

2020

Indonesian J. Appl. Linguist.

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This research is carried out to investigate Indonesian EFL students’ use of self-regulated writing (SRW) strategies and to identify the SRW strategies applied, particularly by proficient students in writing. The research involved 45 students who have passed an essay writing course focusing on expository essays. Data on the students’ use of SRW strategies came from a Self-Regulated Learning Strategy Questionnaire (SRLSQ) adopted from Abadikhah et al. (2018). The students’ use of SRW strategies were categorized into six dimensions: motive, method, time, performance, physical environment, and social environment. Out of the total number of respondents, four proficient students were involved in a semi-structured interview. The interview was aimed at knowing the students’ use of SRW strategies in the planning, execution, and evaluation (PLEE) cyclical model of process writing. The result of the questionnaire data analysis showed that the students use all of the six dimensions of SRW strategies, with the highest mean for the social environment dimension and the lowest mean for the motive dimension. The result of the interview data analysis revealed that the proficient students also use the six dimensions of SRW strategies. Still, they dominantly apply the method, performance, and social environment dimensions of SRW strategies.

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Korelasi Metacognitive Awareness dengan Keterampilan Menulis Bahasa Jerman pada Siswa Kelas XI SMK Laboratorium Jakarta

Revanda

Wijayati

2022

JoLLA

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This research aims to understand metacognitive awareness, German writing skills of vocational high school student and the correlation between them. The method of the research is quantitative which analyzes correlation of two variables. The result utilized SPSS Spearman Rho and the correlation value is 0.688 which is categorized as medium. Based on the measurement and correlation analysis, it is proven that vocational high school students have awareness on meta cognitive awareness, utilize it smoothly as well as are able to actualise the thinking process. The result of German writing skills of the students shows that each student is skilled and has a neat thinking process; ability to compose sentences effectively and clearly; ability to compose paragraphs; and understanding writing techniques such as usage of punctuation. Based on the result, there is a correlation between metacognitive awareness and the writing skills of vocational high school students at medium level. Keywords: metacognitive awareness; writing skills; vocational high school students Abstrak: Penelitian ini bertujuan untuk mengetahui kepekaan metakognitif, keterampilan menulis bahasa Jerman siswa SMK dan korelasi antara kepekaan metakognitif dan keterampilan menulis bahasa Jerman SMK. Metode yang dipilih dalam penelitian adalah kuantitatif menggunakan analisis korelasi dua variabel. Hasil penilaian diuji menggunakan Spearman Rho dan didapatkan nilai korelasi mencapai 0,668 yang dikategorikan sedang. Berdasarkan penilaian ditemukan bahwa kemampuan siswa SMK memiliki kesadaran atas kepekaan metakognitif dan mempergunakannya secara lancar dan mampu mengaktualisasikan proses berpikir. Hasil kemampuan keterampilan menulis bahasa Jerman siswa SMK menunjukan bahwa setiap siswa terampil dan memiliki pemikiran yang teratur; penyusunan kalimat secara efektif dan jelas; keterampilan penyusunan paragraf; penguasaan terhadap teknik penulisan, seperti penggunaan tanda baca. Di samping itu, hasil data tersebut menunjukan terdapat korelasi antara kepekaan metakognitif dan keterampilan menulis siswa SMK dengan kategori sedang. Kata kunci: metacognitive Awareness; keterampilan menulis; siswa SMK

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Metacognitive awareness of skilled and less-skilled EFL writers

Cited by 6 publications

References 31 publications

From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

From Pandemic to New Normal: Portraying EFL Graduates’ Metacognitive Strategy in Thesis Writing

Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays

Korelasi Metacognitive Awareness dengan Keterampilan Menulis Bahasa Jerman pada Siswa Kelas XI SMK Laboratorium Jakarta

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