The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students

Al-Jarrah, Tamer Mohammad; Mansor, Noraien; Talafhah, Rania Hassan; Al-Jarrah, Jarrah Mohammad; Al-Shorman, Fedaa Mahmoud

doi:10.31578/jebs.v4i2.179

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Also, characteristics of the student population might have influenced the results obtained; similarly, these could not be predicted or monitored. Relevant studies that indicated that the use of games had a significant effect on students' language acquisition used students from the same school or classes with the same teacher (Al-Jarrah, Talafhah & Al-Jarrah, 2019). In other studies, the same group of students acted both as an experimental and as a control group (Omar & Said, 2019;Stavy, Subon & Unin, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

Mattheoudakis

Panteliou²

2022

EJFL

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The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob & Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van & Huyen, 2019; Nguyen & Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon & Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010; Lawrence & Lawrence, 2013; Reyes-Chua & Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom. Article visualizations:<img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

Mattheoudakis

Panteliou²

2022

EJFL

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“…Writing skills are an essential part of English as a Foreign Language (EFL) study since they not only act as a medium of communication but also play an essential role in a student's professional and Setya Resmini 1 , Gartika Pandu Bhuana 2 , Siska Rizkiani 3 , Angga Maulana 4 EFL Students' Strategies in the Process of Writing 2 academic achievement (Ghafar & Mohamedamin, 2022). Understanding the strategies used by EFL students in the writing process is critical for both educators and researchers, as it offers insight into the metacognitive and cognitive functions involved in this complex job (Talafhah et al, 2019). The relationship between writing and the writing process is inherent and mutually beneficial, forming a dynamic interaction of idea and expression.…”

Section: Introductionmentioning

confidence: 99%

EFL Students’ Strategies in the Process of Writing

Resmini,

Bhuana,

Rizkiani

et al. 2024

IDEAS

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Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.

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“…These skills require at least basic higher order thinking skills [10]. The writing involves setting a goal, studying the composition of the text, oriented to the reader, the subsequent verification of the correctness of the presentation and communication of thoughts and grammatical correctness of the presentation [11,12]. Therefore, researchers in the teaching of the Arabic language suggest the use of language skills as the primary stage of teaching.…”

Section: Introductionmentioning

confidence: 99%

Assessing Argumentative Writing Skills in Online Environments among Arabic Language Teachers of Grades 5 to 7 in UAE Schools

Alwaely

Lahiani

2020

Int. J. Emerg. Technol. Learn.

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The study at hand aims at identifying the argumentative writing skills among Arabic language teachers in online environments. The need for acceptance and the readiness of teachers to work independently in a digital environment is now especially great since students are familiar with electronic technology. Peculiarities of teaching the Arabic language require increased attention to learning writing and confident knowledge from teachers. Argumentative writing is important for teachers precisely in terms of its use to motivate students in e-learning and increase their engagement. Research paper points to the relationship between teachers’ writing skills and students’ advancement in writing when learning Arabic, especially as a foreign language. To achieve the purpose of the study, the descriptive method was applied. The sample of the study consisted of 120 teachers of UAE primary schools (40 male and 80 female), who were chosen randomly. The instrument of the study is a questionnaire divided into seven areas of argumentative writing. The study evaluates writing skills closely related to the effectiveness of presenting information to an online audience and in preparing e-learning programs. The results show that the argumentative writing skills in Arabic language teachers are moderate. There are statistically significant differences on the argumentative writing skills attributed to the gender variable in favor of the females. There are no statistically significant differences among the sample participants ascribed to qualification variable. Finally, there are statistically significant differences on argumentative writing skills ascribed to the experience variable, in favor of 10 years of experience or more. The authors also offered recommendations for the application of research results and for further research in this area.

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The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students

Cited by 3 publications

References 11 publications

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

EFL Students’ Strategies in the Process of Writing

Assessing Argumentative Writing Skills in Online Environments among Arabic Language Teachers of Grades 5 to 7 in UAE Schools

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