scholarly journals THE EFFECT OF METACOGNITIVE STRATEGY INSTRUCTION ON FIELD-INDEPENDENT AND FIELD-DEPENDENT EFL LEARNERS’ WRITING SKILL

2020 ◽  
Vol 3 (2) ◽  
pp. 74-91
Author(s):  
Muyassaroh
Keyword(s):  
Strategy Instruction ◽  
T Test ◽  
Metacognitive Strategy ◽  
Efl Learners ◽  
Field Independent ◽  
Metacognitive Strategy Instruction ◽  
Field Dependent ◽  
Writing Skill

Penelitian ini bertujuan untuk mengkaji pengaruh pengajaran strategi belajar metakognitif terhadap kemampuan menulis mahasiswa Bahasa Inggris dengan gaya belajar bebas dan gaya belajar menggantung. Untuk itu rancangan penelitian yang digunakan dalam penelitian ini adalah kuasi-eksperimen. Sejumlah 25 mahasiswa (kelompok kendali) dan 22 mahasiswa (kelompok eksperimen) dipilih sebagai sampel. Intervensi yang diberikan pada kelompok eksperimen adalah pengajaran strategi belajar metakognitif. Berdasarkan kalkulasi statistik independent sample t-test, intervensi tersebut tidak mempengaruhi kemampuan menulis mahasiswa di kelompok eksperimen. baik mahasiswa dengan gaya belajar bebas maupun gaya belajar menggantung tidak memiliki perbedaan nilai rata-rata yang signifikan pada nilai test menulis mereka.

scholarly journals CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

2015 ◽  
Vol 13 (2) ◽  
pp. 155
Author(s):  
Mojtaba Maghsoudi ◽  
Sahar Saeedi
Keyword(s):  
Learning Styles ◽  
Corrective Feedback ◽  
Control Group ◽  
Efl Learners ◽  
Skill Scores ◽  
Significant Difference ◽  
Field Dependent ◽  
Writing Skill ◽  
The Impact ◽  
Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

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