The Influence of Metacognitive Scaffolding on Learning Academic Writing Online

Abstract

The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.

Enhancing English Conditional Sentences Among Efl Undergraduates Through Scaffolding Techniques

“…Thus, metacognitive scaffolding, which was composed of PME processes such as planning, monitoring, and evaluating (Hannafin et al, 1999) was evidently accepted by the students to help them gain grammatical knowledge with conditional sentences. Many studies also affirmed that metacognitive scaffolding had a positive impact on the development of four language skills (Berenji, 2021;Jafari et al, 2021;Rahmat et al, 2021;Safa & Motaghi, 2021).…”

Teacher-Students Collaboration: Using Guided-Writing Instruction to Assist Learners with Writing Difficulties and Low Motivation to Write

“…The first step in guided-writing is a pre-writing discussion, followed by providing students with a model and boosting their confidence with the help of teachers. Rahmat et al (2021Rahmat et al ( , 2022a stated that guided-writing offers several benefits: (1) Students use different strategies in their participation in the writing process as they encounter various genres of writing; (2) Guidedwriting allows students to clearly meet their learning objectives and assess their level of proficiency; (3) Peer students and teachers assist in the revision process, providing students at each grade level with opportunities for collaborative writing. Moreover, Rery and Khoiril (2020) distinguish between two categories of guided-writing: presenting pictures and comprehending the essay's topic and sample text.…”

“…Similarly, there are five sub-skills in student writing: (1) content, (2) organizational structure, (3) grammar, (4) vocabulary, and ( 5) mechanics (Ferris, 2003;Ghulamuddin et al, 2021;Khoii & Arabsarhangi, 2015). Some studies, such as Bulqiyah et al (2021) and Rahmat et al (2021Rahmat et al ( , 2022b, have recommended focusing on each of these sub-skills in writing. However, while guidedwriting instruction has been studied, the findings may not be applicable to the specific context of this study.…”