Abstract
El objetivo de este estudio fue investigar el impacto del uso de la instrucción de conciencia metacognitiva (MAI) en la habilidad de escritura de los estudiantes de EFL y su motivación intrínseca. Para seguir este objetivo, se diseñaron y propusieron tres preguntas de investigación. Las preguntas buscaban explorar el impacto del uso de la instrucción de conciencia metacognitiva en el desempeño de la escritura de los alumnos y también saber si se podía observar alguna relación significativa entre el desarrollo de la escritura de los alumnos y su motivación intrínseca. Para alcanzar estos objetivos, dos grupos de estudiantes de EFL de secundaria establecieron a los participantes del estudio. Para recopilar los datos del estudio, se utilizaron tres instrumentos: una prueba de homogeneización, pruebas previas y posteriores a la escritura y finalmente un cuestionario de motivación intrínseca desarrollado y examinado por (Payne, 2007). Los logros del estudio indicaron el impacto positivo del uso de MAI en la mejora de la escritura de los alumnos. Además, la motivación escrita de los alumnos aumentó significativamente. Finalmente, se pudo observar una relación significativa entre los niveles de escritura y la orientación de motivación de los alumnos.
Highlights
Recent interest in cognitive psychology has stressed the importance of taking account of what is happening in the learner’s head and how they view learning since learners are not just an empty box, but are actively involved in the teaching-learning process and have their own attitudes towards teaching-learning components in terms of selecting an appropriate teaching method and its principles that can suit their personal properties
2020: 10(4),189 - 202 demonstrated differently in terms of their responses towards motivation in learning writing. Both descriptive and inferential data supported the effective use of metacognitive awareness instruction (MAI) in the writing class and that the procedures significantly led to the intrinsic motivation development of the learners
The achievements supported the fact that the learners could improve their writing skill as well as their intrinsic motivation that could be a factor for the learners to write actively
Summary
Recent interest in cognitive psychology has stressed the importance of taking account of what is happening in the learner’s head and how they view learning since learners are not just an empty box, but are actively involved in the teaching-learning process and have their own attitudes towards teaching-learning components in terms of selecting an appropriate teaching method and its principles that can suit their personal properties. They have different needs when learning a foreign language and choose their own learning strategies and approaches. Its role is so large that sometimes it is hard to draw connections among motivation and specific activities such as math and science, or even language skills (Hidi & Boscolo, 2007).
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