scholarly journals EFL Students’ Attitude Toward Using Metacognitive Strategies in Writing

2018 ◽  
Vol 11 (10) ◽  
pp. 162
Author(s):  
Tamer Mohammad Al-Jarrah ◽  
Noraien Mansor ◽  
Radzuwan Ab Rashid ◽  
Ibrahim Bashir ◽  
Jarrah Mohammad Al-Jarrah
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Metacognitive Strategies ◽  
English Writing ◽  
Positive Attitudes ◽  
Executive Skills ◽  
Efl Students ◽  
Metacognitive Learning ◽  
Depth Interviews ◽  
Experimental Group

Metacognitive learning strategies are higher–order executive skills that help learners become more independent, autonomous, and capable of planning, monitoring and evaluating learning process. This research was aimed at investigating EFL students’ attitude towards the use of metacognitive strategies in writing. Data were generated through in-depth interviews with 10 EFL students purposively selected from Irbid secondary school, Jordan. Only students from experimental group, who received the intervention, were interviewed. The data obtained were analyzed using ATLAS.TI version 8. The findings indicate that the majority of students acknowledged the usefulness of metacognitive strategies in improving their writing performance, but some experience difficulties in implementing the strategies. The majority of students reported positive attitudes toward metacognitive strategies as they help them to improve their English writing and cultivate learning autonomy. This paper recommends that metacognitive instruction should be incorporated in writing classrooms as it helps students to become more self-regulated.

scholarly journals The impact of the use of some active learning strategies in the teaching of literary knowledge on the literary taste of high school students in the UAE

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Mohammed Abdul Rahman Al - Jagoub
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Group Performance ◽  
Control Group ◽  
Significance Level ◽  
Secondary Stage ◽  
Active Learning Strategies ◽  
The Impact ◽  
Experimental Group

The objective of this study was to develop an achievement test to measure the skills of literary tasting. It consists of (30) multiple choice types, which were applied to a sample of the stability test According to the KR 20 equation, the study used semi-experimental research methodology. The sample consisted of (120) male and female students of the 10th grade at Gulf Arab Secondary School for Boys and Al-Hira Secondary School for Girls in Sharjah. The people were chosen deliberately, (60) students, experimental subjects studied the material using active learning strategies, and the control group studied the same material in the normal way. After analyzing the data, the results of the study indicated that the students in the experimental group achieved a higher level of control group students Statistical analysis showed differences in the level of literary taste at the statistical significance level (α = 0.05); due to the active learning strategies, the total mathematical mean of the experimental group performance was on the post taste test (26.60) For the control group (20.90). The value of P (58.05), the value of the significance level (0.00), that is less than (0.05), which indicates that there are significant differences between the experimental group and the control group for the benefit of the experimental group, and the value of (P) Between the sex and the group was (1.00), which is not statistically significant value, where its significance (0.32), and does not indicate the existence of an effect of interaction between the teaching method and sex. The study concluded with recommendations calling on teachers to use active learning strategies in the teaching of literary knowledge. And focus on those strategies when writing Arabic language books for the secondary stage.

Facebook Discussion to Enhance English Learners' Metacognitive Strategies

2017 ◽  
pp. 132-152
Author(s):  
Pei-Ling Yang
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Research Fields ◽  
Positive Attitudes ◽  
College Learners

The present study aims to investigate the effect of Facebook discussion on EFL learners' metacognitive strategy application. Various language learning strategies suggested in many studies have a positive and significant influence on learners' academic accomplishment. However, there is little research on how to promote the learners' learning strategy applications through the assistance of social networking. Social networking has been drawing huge attention in different research fields. Especially in higher education, it has been applied to promote learning, interaction, and engagement. Thus, in this study, 83 EFL college learners are recruited to participate in the Facebook discussion for the purpose of examining whether learning contexts would have an influence on learners' strategy applications, especially the metacognitive strategies. After a semester's study, the participants in the Facebook discussion group reported to apply more metacognitive strategies and most of them have positive attitudes towards the Facebook-assisted discussion.

scholarly journals An Empirical Study on the Effect of Instruction on Metacognitive Strategies on EFL Reading Comprehension: The Case of Foundation-Level Students in Oman

2021 ◽  
Vol 14 (8) ◽  
pp. 30
Author(s):  
Omaima Al-Kiyumi ◽  
Fawzia Al Seyabi ◽  
Abdul Hamid Hassan
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Metacognitive Reading Strategies ◽  
Experimental Group

The current quasi-experimental study investigated the effect of metacognitive reading strategies on the reading comprehension and attitudes of Omani EFL foundation-level students. The sample of the study included two intact classes (N=45) and was selected based on the students’ results in the midterm reading comprehension exam and their responses to the metacognitive strategies survey (MARSI). One class functioned as the experimental group, which received instruction relating to the metacognitive reading strategies. The other class was the control group which received conventional reading instruction. Two instruments were used to collect data: a pre-post reading comprehension test to measure the students’ performance in reading and an attitude questionnaire to investigate their attitudes towards metacognitive reading strategies use. The results of the study revealed that there was a statistically significant difference between the learners’ reading comprehension in the experimental group and the control group in favor of the experimental group as a result of metacognitive reading strategies instruction. Results also showed that students in the experimental group held positive attitudes towards using metacognitive reading strategies use. In the light of these findings, implications and recommendations for practice were put forward.

scholarly journals Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

2019 ◽  
Vol 6 (11) ◽  
pp. 302-313
Author(s):  
Hery Yufrizal
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Academic Language ◽  
Control Group ◽  
Learning Approach ◽  
Writing Achievement ◽  
Writing Ability ◽  
English Writing ◽  
Efl Students ◽  
Experimental Group

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement  

scholarly journals A Journey into the Metacognitive Learning Strategies

2019 ◽  
Vol 15 (14) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Athanasios Drigas
Keyword(s):  
Executive Functions ◽  
Learning Strategies ◽  
Positive Relationship ◽  
Metacognitive Strategies ◽  
Research Interest ◽  
Self Monitoring ◽  
Metacognitive Learning ◽  
Learning And Achievement

<p>In the last few decades, there has been growing research interest in investigating the positive relationship between metacognitive strategies, conscious learning, and achievement. However, the lack of a uniform classification indicates a need to map the different approaches, so as to discover the cornerstone strategies that result in ascending the knowledge and consequently the consciousness pyramid. The outcome of this study place executive functions, self-monitoring, and adaptation at the heart of these strategies.</p><p><strong> </strong></p>

Effects of Consciousness Raising of Metacognitive Strategies on EFL Students’ Reading Comprehension

2009 ◽  
Vol 157 ◽  
pp. 75-92 ◽  
Author(s):  
Nasrin Shokrpour
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Explicit Instruction ◽  
Metacognitive Strategies ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Consciousness Raising ◽  
Efl Students ◽  
Metacognitive Awareness Inventory ◽  
Experimental Group

Abstract The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.

Facebook Discussion to Enhance English Learners' Metacognitive Strategies

2019 ◽  
pp. 1928-1948
Author(s):  
Pei-Ling Yang
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Learning Strategy ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Research Fields ◽  
Positive Attitudes ◽  
College Learners

The present study aims to investigate the effect of Facebook discussion on EFL learners' metacognitive strategy application. Various language learning strategies suggested in many studies have a positive and significant influence on learners' academic accomplishment. However, there is little research on how to promote the learners' learning strategy applications through the assistance of social networking. Social networking has been drawing huge attention in different research fields. Especially in higher education, it has been applied to promote learning, interaction, and engagement. Thus, in this study, 83 EFL college learners are recruited to participate in the Facebook discussion for the purpose of examining whether learning contexts would have an influence on learners' strategy applications, especially the metacognitive strategies. After a semester's study, the participants in the Facebook discussion group reported to apply more metacognitive strategies and most of them have positive attitudes towards the Facebook-assisted discussion.

scholarly journals Enhancing Reading Skills for Saudi Secondary School Students through Mobile Assisted Language Learning (MALL): An Experimental Study

2019 ◽  
Vol 9 (1) ◽  
pp. 437 ◽  
Author(s):  
Muhammed Salim Keezhatta ◽  
Abdulfattah Omar
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Reading Skills ◽  
Mobile Assisted Language Learning ◽  
Comprehension Skills ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Experimental Group

This study addresses the issue of integrating mobile-assisted language learning (MALL) systems into L2 reading instruction in the Saudi secondary schools in order to improve the reading comprehension skills of struggling EFL students. The focus is to find out whether students&rsquo; language performance is accelerated by using MALL together with teacher instruction versus conventional instruction alone. In order to assess the effectiveness of MALL systems and activities in improving reading comprehension skills in EFL contexts, an experimental study was carried out where 120 participants of grade ten students in four public secondary school of Riyadh District in Saudi Arabia were randomly divided into two groups: experiment and control. Reading skills of the participants&rsquo; were measured by pre-test and post-test by a panel of three national experts. The comparison between the experimental group and the control group pinpoint that MALL materials and systems improve reading comprehension skill among EFL students. The findings indicate clearly that there was a significant difference between MALL users and nonusers in favour of the experimental group (p &lt; .05). It can be then generalized that MALL systems and applications in general provide a motivating learning environment for teaching reading which has its positive implications on improving the reading skills of students.

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