In order to establish the homogeneity of the two groups in terms of writing knowledge, an independent sample t-test was carried out to examine the differences between the performances of the two groups on the writing test before the meta-cognitive strategy training.
Deviation Control 30 Simply, the results show that the mean scores of two groups are not meaningfully different according to writing knowledge at the beginning of the study.
Both groups took part in a posttest after completing the training in which only experimental group received metacognitive strategy training. The results of the writing in two groups were compared by using independent sample t-test statistical procedure. Table 2. Clearly shows that explicit instruction has impacted on experimental group writing ability in post test, but it had no effect on control group's writing ability before and after explicit instruction on metacognitive learning strategies.
Table 3. Deviation Std. Error Mean Pair pre 1. They also provide valuable information. Observed t is 5. Fortunately the observed t is significantly great in order to support the research hypothesis. Because the critical t for the degree of freedom 59 is 2.
Probability of zero means that significant t even less than. Discussion This section discusses the results of the research by direct reference to the questions raised in the study. Preceding studies have shown that meta-cognitive learning strategies are the strategies which differentiate between effective and ineffective learners e.
Anderson, Taking into account the results of the studies carried out in this regard, one could state that meta-cognitive learning strategies are paramount in language learning in general and in improving the writing skill in particular. O'Malley and Chamot's study manifested that meta-cognitive learning strategies improved most EFL students' speaking ability.
As for the writing skill, they remarked that these strategies had positive effect on some writing tasks. However, the results of the present study revealed that explicit instruction has been rendered effective to intermediate language learners.
That is to say, intermediate language learners use these strategies consciously in their writing skill. So there is positive relationship between meta-cognitive strategy and EFL writing achievement. The present study shows that intermediate language learners are aware of meta-cognitive learning strategies and utilize them consciously. This is because instruction could bring a change in the experimental group.
This is in line with the suggestion by O'Malley and Chamot that intermediate language learners in general employ more meta-cognitive learning strategies. Conclusion and Implications This study began with the assumption that teaching meta-cognitive learning strategies could enhance the intermediate language learners' Argumentative writing skill ability.
The instruction lasted for eight weeks. During this time, the researchers employed meta-cognitive learning strategies and taught the participants in the experimental group how to use them in their writing skill. The participants in the control group, on the other hand, did not receive any instruction on the use of these strategies during their writing skill practice. After the posttest, the results indicated that the instruction of meta-cognitive learning strategies affect the intermediate language learners' writing skill.
That is, the writing ability of the experimental group who hadmade use of meta-cognitive learning strategies surpasses that of the control group.
The current study seems to demonstrate metacognition as a significant predictor of English written proficiency. Since implementing metacognitive tasks means transferring some responsibilities to learners, which in turn might increase their pressure, particularly on the less proficient ones, it is therefore suggested that explicit and direct instruction and modeling, and guided practice be consistently provided.
Also, when teaching EFL writing metacognitively, the instructor should be supportive and encouraging to learners, and attend to their voices from different venues to monitor, evaluate and regulate the teaching strategies employed. In addition, the situation of taking metacognition into practice might be affected by cultural factors and need more research in this aspect.
It also helps teachers and students to reflect on and regulate their efforts, thus making an EFL writing class more effective. Argumentative writing is an important yet challenging academic skill for secondary and postsecondary students to master. Discourse problems in argumentative writing. World Englishes, 13, Anderson, N. The role of metacognition in second language teaching and learning. Eric Digest, No.
Edo-FL- Arndt, V. Bouchard, R. Argumentative competence and written production in foreign and native languages. Langue-Francaise, , Brown, A. Learning, Remembering and Understanding. Flavell and M. Markman Eds. NewYork: Wiley. Brown, H. Principles of language learning and teaching. New York: Prentice Hall Regents. Celce-Murcia, M. Teaching English as a second or foreign language.
Heinle and Heinle. Chamot, A. Learning strategies in second language acquisition. Cambridge:Cambridge University Press. Issues in language learning strategy research and teaching. Electronic Journal of ForeignLanguage Teaching, 1 1 , Chastain, K. Developing second-language skills: Theory and practice. Orlando: Harcourt Brace Jovanovich. Choi, Y. A study of coherence in Korean speakers' argumentative writing in English.
Studies in theLinguistics Sciences, 16, Text structure of Korean speakers' argumentative essays in English.
World Englishes, 7, Textual coherence in English and Korean: An analysis of argumentative writing by American and Korean students. Dissertation Abstracts International, 50 2 , A. Crowhurst, M. CanadianJournal of Education, 15, Cumming, A Writing expertise and second language proficiency. Language Learning, 39, l. Ehrman, M. Adults' language learning strategies in an intensive foreign language program inthe United States.
The Modern Language Journal, 74, Ferris, D. Rhetorical strategies in student persuasive writing: Differences between native and non-nativeEnglish speakers. Research in the Teaching of English, 28, Flavell, J. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. Nippold, M. Language development during the adolescent years: Aspects of pragmatics, syntax, and semantics. Topics in language disorders, 20 2 , O'Malley, J. Learning strategyapplications with students of English as a second language.
The effects of training in the use of learning strategies. In: Nunan, D. Second language teaching and learning. Boston, Massachusetts: Heinle and Heinle Publishers.
In: Cook, V. Second language learning and language teaching. London: Arnold Publishers. Oxford, R. Strategy training for languagelearners: Six situational case studies and a training model.
Public speaking can help you in interviews, enhancing projecting your conversations, and grab an audiences attention the right way. Accessible outside class Participation matters Amazing lectures. Jun 3rd, One of the best professors ive ever had. Very helpful both in class and out, caring, and even goes the extra mile to help! You dont see a lot of teachers out here like that!
Gives good feedback Accessible outside class Caring. Jan 15th, Great teacher. Not a lot of work, therefore the work you do have you should be your best. Gives good feedback Participation matters Graded by few things. Aug 6th, Gives good feedback Respected Participation matters. Aug 1st, As long as you show up and do the work there's no problem. Jun 11th,
0コメント