Using Metacognitive Strategies in Writing Classes

Journal of Language and Translation

دوره 12، شماره 1، فروردین 2022، صفحه 141-155   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.689080

نویسنده

Mohammad Sharif Hosseini^*

ٍEnglish language Teaching ddepartment, , Gachsaran Branch, Islamic Azad University, Gachsaran, Iran

چکیده

The present paper was an endeavor to explore the impact of using metacognitive strategies on EFL learners' writing performance. Also, the learners’ views on the use of these strategies in their classes were assessed. To this end, 40 intermediate learners participated in this study. The experimental group included 20 students who underwent metacognitive writing strategies instruction while the control group included 20 students who followed the routine teaching of the writing skill of the language school. All participants sat for the same writing pretest at the outset and the same posttest once the treatment was over. Moreover, a metacognitive writing questionnaire was used to explore the learners’ views toward employing the mentioned strategies. The results indicated that the employment of metacognitive strategy significantly affected the learners’ writing performance. Furthermore, the learners held positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and, among all, monitoring was used mainly by the participants.

کلیدواژه‌ها

Evaluation؛ Metacognitive strategies؛ Monitoring؛ Planning؛ Writing skill

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