Saudi University Learners’ Metacognitive Abilities and Writing Performance

Abstract

Metacognitive knowledge, knowledge about knowledge, was found to have a positive effect on learners’ performance, self-regulation, and academic success (Hartman, 2001; Wenden, 2001 & McCormick, 2013). However, little research has been done about the use of metacognitive knowledge and strategies applied in EFL writing in a Saudi context. The present study investigated the university learners’ metacognitive abilities in relation to writing including other variables like learners’ educational background and years of studying English. The study examined the correlation between the learners’ metacognitive abilities and their writing performance affected by their metacognitive knowledge and its regulation. Data were collected using a modified version of the Metacognitive Components of Planning Writing Self-inventory developed by Escorcia and Gimenes (2020) to analyze the learners’ metacognitive writing strategies. The survey consisted of three factors, metacognitive conditional knowledge, covert self-regulation, and environmental self- regulation. Participants were 190 female learners, first-year students studying English in a comprehensive program including writing at the University of Jeddah. Learners were asked to complete the survey adapted by the end of their course. The level of metacognition was checked for its effect on learners’ writing through Linear Regression. Findings indicate a positive significant correlation between the learners’ metacognitive conditional knowledge and writing performance. Also, a significant impact was predicted on learners’ writing performance. However, findings also specify a negative correlation between environmental self-regulation and learners’ writing performance. Additionally, the ‘years of studying English’ highly correlate with the learners’ metacognitive abilities, unlike learners’ educational background.

Investigating College Students' Metacognitive Awareness in Enhancing Esp Writing Proficiency

“…However, the underlying factors responsible for these gender differences require further investigation. Previous studies have found that females tend to exhibit higher levels of metacognitive awareness than males (Basaffar & Bukhari, 2023;Collins et al, 2021;Farahian, 2017;. However, the reasons for these gender differences remain unclear and require further investigation (Alhaqbani & Riazi, 2012;Alodwan & Ibnian, 2014).…”

“…This approach can help students gain insight into their own writing processes and identify areas for improvement, ultimately resulting in more effective writing (Chamot, 2005;Liu et al, 2022;Utkina, 2022). However, research on the application of metacognitive knowledge and strategies in EFL writing for Saudi Arabian students is limited (Basaffar & Bukhari, 2023).…”

The Future of English as a Foreign Language Teaching and Learning in View of the Fourth Industrial Revolution in the MENA Region

“…Recent research suggests that the learners graduating should be ready with the necessary abilities for critical thinking and performing an efficient role in society, which indicates that they should be able to process their language skills as a medium for them to form connections and support their global socio-economic ties (Hooker & Kim,2019;Kannan & Munday, 2018;Khuraisah, Khalid, & Husnin, 2020;Basaffar & Bukhari, 2023). According to Samans and Zahid (2017), there is no balance between the required skills and the existing skills in the MENA region which means that the 21st Century learners lack the abilities required for current or future jobs.…”

“…4IR is unlocking potential opportunities for the region, and the region needs to make the right decisions "… in reforming education broadly, upskilling and reskilling large cohorts of the population and preparing labor policy for the changes to come…" (Samans & Zahid, 2017, p. 2). Thus, the primary role of EFL in the region is 'upskilling and reskilling', and the learners need abilities to examine what the real world unfolds to them (Basaffar & Bukhari, 2023). Language should function as a tool for learners to communicate their thoughts, deal with the rapidly changing global and local socio-economic systems, and navigate through the diversified challenges of life (Pauceanu et al, 2020).…”

“…• Need for an appropriate 4IR curriculum (Saleh, 2019) • Need for pedagogical assistance for teachers (Lamprini&Brochler,2018;Hameed & Hashim, 2022;Perkins, 2023) • Need to develop a proper level of skills to operate, manage, and use new technology (Kayembe& Nel, 2019;Hameed & Hashim, 2022;Perkins, 2023) • Need to "foster talent and skills and optimize their use" (Lamprini & Brochler, 2018, p.2) • Need for developing and advancing creativity and critical thinking, entrepreneurship, and communication skills (Lamprini&Brochler, 2018;Saleh, 2019) • Need for aligning goals to prepare the workforce for the future market • Need for measurement of all stakeholders' readiness to cope with the 4IR paradigm shift (Hameed & Hashim, 2022;Basaffar & Bukhari, 2023) Overall, there are very few studies that investigate or examine the gap between the current procedures and the future EFL learning needs in MENA. Such investigations are of great importance.…”