The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Tabrizi, Amir Reza Nemat; Rajaee, Mehran

doi:10.5296/ijld.v6i3.9935

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…When comparing the use of writing strategies across different levels of students' writing abilities, the result showed that there were no significant differences between the writing strategies used by the low and the high writing achievers. This finding does not lend support to previous studies indicating that students who relied heavily on metacognitive strategies performed better than those who used cognitive strategies more often (e.g., Bailey, 2019;Chien, 2012;NematTabrizi & Rajaee, 2016;Pitenoee, Modaberi, & Ardestani, 2017). In other words, the study does not show that high achievers employed metacognitive strategies more frequently than other writing strategies, as has been suggested in other studies, e.g., Sadi and Othman (2012).…”

Section: Discussioncontrasting

confidence: 99%

“…The writing strategies which were used more frequently by the more effective writers include planning, generating ideas, revising, and editing their text, such as fixing grammatical or spelling errors. Another set of studies investigated the effect of writing strategy instruction on writing performance (e.g., De Silva, 2015;NematTabrizi & Rajaee, 2016;Pitenoee, Modaberi, & Ardestani, 2017;Zhang, Chen, & Yu, 2019). The results showed that there was a positive effect of writing strategy instruction on writing performance.…”

Section: Writing Strategy Related Researchmentioning

confidence: 99%

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Writing Strategies for Argumentative Essay and Short Research Reports : The Case of Thai EFL Learners

Apridayani¹,

Yungkun²,

Thoch³

et al. 2021

The Journal of AsiaTEFL

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Section: Discussioncontrasting

confidence: 99%

Section: Writing Strategy Related Researchmentioning

confidence: 99%

Writing Strategies for Argumentative Essay and Short Research Reports : The Case of Thai EFL Learners

Apridayani¹,

Yungkun²,

Thoch³

et al. 2021

The Journal of AsiaTEFL

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“…A recent intervention study which compared the effects of metacognitive and cognitive writing strategy training might support this speculation. Tabrizi and Rajaee (2016) found that Iranian primary school students who received metacognitive writing strategy training achieved better performance in English writing performance than students who received cognitive writing strategy training.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

Wang¹,

Han²

2017

TPLS

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Abstract-This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high-and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks. One-way ANOVA was conducted on the four kinds of writing strategies (i.e., planning, cognitive, monitor-control, and evaluating). We found that while there were no differences on any type of the writing strategies for metacognitive knowledge, the two groups differed in the actual writing strategy use on each occasion. For the more familiar and easier writing topic, high-and low-performing students differed only in cognitive writing strategies. For the less familiar and more challenging writing task, high-achievers adopted significantly more planning, cognitive, and evaluating strategies than low-achievers. This research supported for distinction between metacognitive knowledge and control in EFL writing.

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“…Meanwhile, in line with Azizi et al (2017) , this study also confirmed that metacognitive strategies would contribute to higher proficiency in writing. In addition, as Tabrizi and Rajaee (2016) and Tran and Tran (2021) put forward, this study also concluded that cognitive and metacognitive writing strategies would help learners improve their writing. Besides, in agreement with Panahandeh and Esfandiar (2014) , this study showed that metacognitive strategies were positively correlated with writing performance.…”

Section: Discussionmentioning

confidence: 70%

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

et al. 2022

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Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities (CTA) in the relationship between language learning strategies and the intermediate English as a Foreign Language (EFL) learners’ writing performance. Oxford Placement Test (OPT) was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS (25.00). The results showed a significant relationship between (a) learning strategies and learners’ writing performances, (b) the sub-sets of learning strategies and learners’ writing performances, and (c) CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings.

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The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement

Cited by 5 publications

References 18 publications

Writing Strategies for Argumentative Essay and Short Research Reports : The Case of Thai EFL Learners

Writing Strategies for Argumentative Essay and Short Research Reports : The Case of Thai EFL Learners

Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers

The Mediating Role of Critical Thinking Abilities in the Relationship Between English as a Foreign Language Learners’ Writing Performance and Their Language Learning Strategies

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