Exploring the effect of metacognitive  strategies on writing performance

Al-Jarrah, Tamer Mohammad; Al-Jarrah, Jarrah Mohammad; Talafhah, Rania Hassan; Bashir, Ibrahim

doi:10.18844/gjflt.v9i1.3977

Cited by 7 publications

(9 citation statements)

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“…Therefore, learners in different age groups and contexts use metacognitive strategies to develop their writing performance (Nguyen & Gu, 2013). It can be confirmed in the investigations of learners in different age groups and contexts (Abdollahzadeh, 2010;Al-Jarrah, Al-Jarrah, Talafhah, & Bashir, 2019;Panahandeh & Asl, 2014;Teng, 2016).…”

Section: Introductionmentioning

confidence: 69%

Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Meinawati

Purwaningrum

Setianingrum

et al. 2021

AIJP

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Students have a different pattern in using the learning strategy. It is seen in their activity when they do the writing. The objective of this research was to observe the students’ pattern using metacognitive strategy in English Academic Writing learning through an online zoom application. The method used descriptive qualitative research. The data is taken from observation and survey from 20 participants who got the English academic writing subject in 2019/2020 academic years at English Program Study Universitas Bina Sarana Informatika. Analysis procedures include observation of activity patterns, identifying learning strategy patterns, categorizing, and strategy learning pattern analysis. The results showed that the students used metacognitive strategy in the academic writing process with different patterns. It can see from activity steps of the metacognitive strategy that is implemented in the class. Students’ activity pattern is planning, identifying, correcting errors, revising, rereading, monitoring, and evaluating. Metacognitive strategies had used by students to consciously control the writing activity because each segment of one’s stored world knowledge help students to create the story. The study's implication is managing students’ activity patterns when the teacher used the strategy learning. It has to be appropriate to students’ needs.

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Section: Introductionmentioning

confidence: 69%

Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Meinawati

Purwaningrum

Setianingrum

et al. 2021

AIJP

View full text Add to dashboard Cite

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“…It has been steadily adopted for educational uses to improve students' performance and learning skills, despite its perception as a platform for socialising and enjoyment (Chepkemoi et al, 2018). It improves their vocabulary and all four language skillswriting, reading, speaking, and listening-in the English language (Al-Jarrah et al, 2019). For instance, ESL teachers and students may look for educational materials and tools on Facebook and Instagram, in addition to expand their vocabulary, to help them acquire and improve these essential abilities in English language.…”

Section: Social Media Platforms In Esl Classroommentioning

confidence: 99%

“…It is more impactful for students' learning as it helps to develop student's English language skills and performances (Chepkemoi et al, 2018). It also enriches all the four main skills (writing, reading, speaking and listening) in the English language and their vocabulary (Al-Jarrah et al, 2019). As a result, social media platforms have been widely utilized in ESL classroom and it is considered as one of the beneficial platform for the ESL teacher to deliver their content and carry out ESL classroom activities based on the lesson plan.…”

Section: Introductionmentioning

confidence: 99%

Social Media in ESL Classroom: Teachers’ Preference and Challenges

Xian¹,

Yunus²

2023

IJARPED

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The advancement of technology has brought us convenience to keep up with the world. With a click of the gadgets, it bridges us with people and recent happenings in the society. Social media platforms have been one of the most popular software-based digital technologies that are widely utilized, including educators who teach skills and deliver knowledge in the classroom. Numerous research had been conducted to provide insights and professional practices to the educators. However, a few has been done in Malaysia semi-urban primary ESL (English as a Second Language) classroom context. Thus, this research was intended to explore the use of social media platforms in primary ESL classroom. An online survey questionnaire which presented in Google Form had been distributed to 300 primary ESL teachers in Terengganu, Malaysia to know their most preferred social media platform and challenges faced in ESL classroom. The result showed that YouTube is the most preferred social media platform in ESL teaching. It also portrayed that the most challenging issue was time constraint. It is recommended to conduct a detailed research to understand the realworld situation by having in-depth interviews with the ESL teachers to discover their ESL teaching experience in using social media platforms.

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“…The findings in this study will be a reference and development in guiding students when writing research reports. Common errors refer to patterns of inaccuracy in the writing of each part of the research article, both in terms of content and structure [4]. Writing style refers to grammar in word choice, coherence of ideas, and punctuation to neatness in writing [5].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Student’s Scientific Writing Skills in Research: Common Mistakes and Writing Style

Rini¹,

Nuraini²,

Cholifah³

2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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This study aims to describe the ability to write scientific papers of students from common mistakes and writing styles. Scientific writings intended in this study are in the form of a research report based on pre-research findings during student final project supervision which shows many writing problems. The research method used is in the form of content analysis by collecting data in a documentary manner and through questionnaires. Data were collected from the responses of 30 students and their research reports. Data were processed descriptively qualitatively and quantitatively to present data analysis based on content, structure, grammar, and neatness of writing. The results show that the introduction or background and discussion are the parts with the most errors and are considered difficult for students. In addition, from the writing style, it was also found that there were similarities in writing errors such as introductory topics about education, lack of coherence, and less varied word choices. Overall these findings indicate that the ability of students to write scientific papers for research reports is still low so follow-up efforts and optimization solutions are needed through ideal writing learning.

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Exploring the effect of metacognitive strategies on writing performance

Cited by 7 publications

References 0 publications

Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Social Media in ESL Classroom: Teachers’ Preference and Challenges

Analysis of Student’s Scientific Writing Skills in Research: Common Mistakes and Writing Style

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