scholarly journals The Study of the Application of Metacognitive Strategies in EFL Writing in China

2021 ◽  
Vol 18 (11) ◽  
Author(s):  
QI Xiaowen
Keyword(s):  
Metacognitive Strategies ◽  
Efl Writing

Metacognitive Strategies in Academic Writing

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Ramazan GOCTU
Keyword(s):  
Learning Strategies ◽  
Black Sea ◽  
Academic Writing ◽  
Learning Process ◽  
Higher Order ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Efl Writing ◽  
Metacognitive Learning ◽  
Executive Skill

Among all the learning strategies, metacognitive strategy is a higher-order executive skill which entailsplanning, monitoring and evaluating. Once learners have a good command of a metacognitive strategy, they willbecome more independent and autonomous and will be more capable of planning, monitoring and evaluatingtheir learning process and thus become efficient learners. This research aims to investigate whether freshmenstudents at the Faculty of Computer Technologies and Engineering at International Black Sea University (Tbilisi,Georgia) use metacognitive learning strategies (MLS) in their academic writing and they are aware of them; also,to find out whether their lecturers provide the development of MLSs in the classroom. In a class there were 20students, however, just 15 volunteered to respond the interview questions. The findings showed that less thanhalf of the participants used and were aware of metacognitive learning strategies. Although teachers mentionedsuch strategies during the classes, less than half of the 15 respondents used them or were aware of them. Thispaper, therefore, intends to introduce metacognitive instruction in order to raise EFL writing instructors’awareness in teaching and in order to train students to become self-regulated learners.

scholarly journals Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)

2021 ◽  
Vol 12 ◽  
Author(s):  
Qiyu Sun ◽  
Lawrence Jun Zhang ◽  
Susan Carter
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Metacognitive Strategies ◽  
Metacognitive Knowledge ◽  
Validity And Reliability ◽  
Efl Writing ◽  
Writing Test ◽  
Foreign Language Learners ◽  
Positive Correlations ◽  
Metacognitive Experiences

While research on metacognitive knowledge and metacognitive strategies in second language (L2) writing has proliferated, little attention has been paid to metacognitive experiences in learning to write. This study contributes a novel 6-point Likert scale questionnaire, EFL Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ), and reports insights into learners' metacognitive experiences gathered from its use. The questionnaire was designed to investigate, first, the nature of students' metacognitive experiences when they learn to write in English as a foreign language (EFL) and, secondly, the relationship between students' metacognitive experiences and their writing performance. To this end, the questionnaire was developed and validated with two independent samples of 340 and 540 Chinese undergraduates whose metacognitive experiences were measured as they learned to write in EFL. Data were subjected to exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. Findings of EFA and CFA revealed a four-factor structure of students' metacognitive experiences of EFL writing: Metacognitive estimates, metacognitive feelings, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. Results showed that students' metacognitive experiences had positive correlations with their EFL writing test scores. Importantly, the CFA results from the sample of 540 students supported the four-factor correlated model with the best model fit, confirming the validity and reliability of the EFLLWMEQ. This study has theoretical and pedagogical implications for how learners' metacognitive experiences can be managed in learning to write, particularly in EFL classrooms.

Cognitive gadgets and genetic accommodation

2019 ◽  
Vol 42 ◽  
Author(s):  
Eva Jablonka ◽  
Simona Ginsburg ◽  
Daniel Dor
Keyword(s):  
Cognitive Flexibility ◽  
Metacognitive Strategies ◽  
Genetic Evolution ◽  
Genetic Accommodation

Abstract Heyes argues that human metacognitive strategies (cognitive gadgets) evolved through cultural rather than genetic evolution. Although we agree that increased plasticity is the hallmark of human metacognition, we suggest cognitive malleability required the genetic accommodation of gadget-specific processes that enhanced the overall cognitive flexibility of humans.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Reflection on Metacognitive Strategies – Teaching Learning Perspective

2012 ◽  
Vol 1 (5) ◽  
pp. 35-37
Author(s):  
Dr. M. Parimala Fathima ◽  
◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Metacognitive Strategies ◽  
Teaching Learning

Importance of Promoting Metacognitive Awareness at University

2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan
Keyword(s):  
Task Performance ◽  
Positive Feedback ◽  
Historical Development ◽  
Metacognitive Strategies ◽  
Point Of View ◽  
Metacognitive Awareness ◽  
Self Confidence ◽  
Self Knowledge ◽  
Knowledge Of Learners ◽  
Theoretical Overview

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.

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