Abstract
Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian undergraduates in writing. An intact class of second-year students in an English composition course participated in the study. The study was conducted over a period of 12 weeks. Quantitative and qualitative methods were used in data collection. A metacognitive questionnaire was administered before and after the PBL treatment. Semi-structured interview was also carried out at the end of the treatment. The results showed significant effects of the PBL approach on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem solving and discourse features. The findings from the interview revealed that the nature of the ill-structured problem, which is related to their real life, and the interactions during the PBL process increased the participants’ awareness of metacognitive knowledge. The findings further showed that PBL approach could be adopted by ESL instructors and teachers to increase students’ awareness of metacognitive knowledge which in turn can enhance their writing proficiency. Keywords: ESL writing, metacognitive awareness, metacognitive knowledge, undergraduates, PBL approach
Highlights
Acquiring writing proficiency has been a difficult task for undergraduate students especially in a second (L2) or foreign language (FL) context (Barkaoui, 2007)
This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian undergraduates in writing
The findings further showed that Problem-based learning approach (PBL) approach could be adopted by ESL instructors and teachers to increase students’ awareness of metacognitive knowledge which in turn can enhance their writing proficiency
Summary
Acquiring writing proficiency has been a difficult task for undergraduate students especially in a second (L2) or foreign language (FL) context (Barkaoui, 2007). Researchers have been analysing students’ writing processes and strategies in order to provide solutions to the students’ writing problems (Bitchener & Basturkmen, 2006; Crossley, Kyle & McNamara, 2016; Paltridge, 2004; Raoofi, Chan, Mukundan & Rashid, 2014). One of the contributing factors is awareness of metacognitive knowledge. Awareness of metacognitive knowledge allows writers to be aware of the attributes, structures and demands of the different genres (Harris, Santangelo & Graham, 2010). It allows writers to be aware of how to regulate their cognitive process in writing, their knowledge of writing process and the demands of different writing genres (Wong, 1999) through conscious use of strategies, namely planning, monitoring and evaluating
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
