Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development

Abstract

The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners.

A Program Based on Expectancy-Value Appraisals for Developing Secondary School Students' EFL Expressive Language Skills and Increasing Their Foreign Language Enjoyment

“…First, the researcher reviewed: a) recent literature about EFL expressive language skill (Akbarzadeh, Tajadini & Narafshan, 2020Akdag & Ozkan, 2017Al-Jamal & Al Jamal, 2014;Al Musharraf, 2021Arfae, 2020Ataeifara, 2019;Chaya & Inpin, 2020) and b) the directives of the MoE for teaching the English language for the secondary stage (2020) to prepare an EFL expressive language skills checklist. At the beginning, the researcher prepared an EFL expressive speaking checklist that consisted of three expressive speaking skills and seven expressive speaking sub-skills.…”

The Barcelona Conference on Education 2023: Official Conference Proceedings

“…It is essential because understanding cognitive processes empowers students to design and adopt performanceenhancing strategies (Zhang & Teng, 2021). Metacognitive awareness, also known as understanding how one learns in a classroom, is crucial for learners to become more productive and, most importantly, autonomous (Akbarzadeh et al, 2020). The outcomes of this study are to suggest strategies for enhancing the instruction of English reading comprehension as a second language and supporting ESL teachers in improving reading skills.…”