Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study

Journal of English Language Pedagogy and Practice

مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 دی 1402

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2024.1996353.1521

نویسندگان

Masomeh Aghaalikhani¹؛ Karim Nazari Bagha^{* 2}؛ Shima Ahmadi Azad³

¹English Language Department, Islamic Azad University, Sarab Baranch, Sarab, Iran

²English Language Department, Islamic Azad University, Astara Baranch, Astara, Iran

³English Language Department, Islamic Azad University, Sarab Baranch, Sarab, IranTabriz Azad University

چکیده

This study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who took academic writing course at Islamic Azad University, Tehran and Alborz branches. To homogenize the sample, Oxford placement test (OPT) was administered, and based on its results, 75 advanced learners were selected for the purpose of the study. After that, they were divided into 3 groups, namely the experimental group A (scaffolding genre knowledge), the experimental group B (metacognitive strategy use), and the control group. IELTS academic writing task 2 was administered as the pretest and posttest. The treatments lasted for 16 sessions. To explore the learners’ perceptions regarding the instructions qualitatively, the semi-structured individual interviews were administered to 20 students who were chosen from the experimental groups. The results showed that scaffolding genre knowledge and metacognitive strategy use had significant impacts on the Iranian EFL learners’ academic writing skill. In addition, the findings indicated that there was a significant difference between the effects of scaffolding genre knowledge and metacognitive strategy use on the Iranian EFL academic writing skill in which scaffolding genre knowledge had more significant effects on Iranian EFL academic writing skill than metacognitive strategy use. Furthermore, the qualitative findings showed that the learners adopted positive views towards scaffolding genre knowledge and metacognitive strategy use in developing their academic writing skill.

کلیدواژه‌ها

Academic Writing Skills؛ Genre Knowledge؛ Metacognitive Strategy؛ Scaffolding