The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance

Abstract

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers' and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners' writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group's writing performance. The findings of this study have implications for pedagogy as well as for future research.

The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

“…In the findings of the present study, it was already mentioned that peer assessment helped learners become aware of the Education Research International monitoring strategy after receiving treatment. In a study [22], examining the impact of metacognition on the writing skills of English learners, researchers found that metacognitive strategies improved the writing skills of secondary school students. Generally, these studies indicated that metacognitive strategy is a useful way of writing skills, and finding ways like peer assessment and self-assessment to improve metacognition could be effective in the improvement of different language skills.…”

“…In another study, Al-Jarrah et al [22] examined the effect of metacognition on the writing skills of 44 secondary school students in Jordan. Researchers used pretest, posttest, and delayed posttest to examine the metacognition effect.…”

“…e question of how to improve learners' autonomy and metacognitive awareness is a controversial issue that has been addressed in a few studies. In most of the studies, it has been investigated how autonomy and metacognition improve language learning in general and language skills in specific [6,[22][23][24][25]. All in all, reviewing the literature so far indicates that the impact of writing selfassessment and peer assessment on Iranian EFL learners' autonomy and metacognitive awareness has not received as much attention as warranted.…”

A Bibliometric and Content Analysis of Strategy-Based Instruction in Second or Foreign Language Teaching From 2000 to 2021

“…Some studies focus on a specific language skill. Al-Jarrah et al’s (2018) study, for instance, demonstrated the effectiveness of SBI concerning metacognitive strategies in improving learners’ writing competence. In addition to improving learners’ specific language skills, SBI also devotes to helping to develop learners’ beliefs that benefits their language learning.…”