Incorporation of metacognitive strategies in teaching writing to engineering students
Effective English writing has long been a challenge in English language teaching. Metacognition has provided another perspective for ESL writing. Metacognitive strategies include skills in planning, monitoring and evaluating which develop learners to become independent and capable of directing their...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/7464/ http://eprints.uthm.edu.my/7464/4/301.pdf |
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| Summary: | Effective English writing has long been a challenge in English
language teaching. Metacognition has provided another
perspective for ESL writing. Metacognitive strategies include
skills in planning, monitoring and evaluating which develop
learners to become independent and capable of directing their
own learning process and thus become eff~cientl earners. This
pilot study investigates the problems encountered by
engineering students in learning writing based on lecturers'
perceptions. It also examines the effectiveness of using the
selected metacognitive strategies in ESL writing. 70
participants were selected and categorized in two groups;
control and experimental. Interviews were used to investigate
the students' problems. Pre-test and post-test written essays
were also used to examine the effgetiveness of metacognitive
strategies implemented to the students. The interviews were
transcribed verbatim for analysis while the data obtained fiom
pre-test and post-test was analyzed by using Statistical Package
for Social Sciences (SPS S). |
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