Abstract
This paper report part of a bigger project aimed to evaluate the effectiveness of metacognitive strategies on students’ performance in essay writing. The aspects of metacognitive strategies considered in this study include the use of declarative knowledge, conditional knowledge, and procedural knowledge. The focus of this paper is on the use of metacognitive strategies during the writing activity. Before the intervention process, the participants were given a task to write an essay and after that they were asked to do metacognitive reflection. Data were analyzed using content analysis procedure. The respondents consisted of 18 secondary school students from poor urban community. The data revealed that ten participants did not use declarative knowledge namely: i) did not make the outline of the essay before writing, ii) did not identify keywords that represent the requirement of the question, and iii) how to expand ideas. These results indicate that students did not possess enough declarative knowledge about writing. The study also found that 11 respondents did not use declarative knowledge in the attempt to expand ideas. In terms of conditional knowledge, nine of the respondents still could not identify when and why certain strategies should be used. Whereas in terms of procedural knowledge, the study showed that all the participants did not show the use of important steps needed in writing a good essay. In conclusion, this study provides evidence on the need of an intervention or teaching modules to help improve students writing skills.
Highlights
Studies in learning process have found that students are more able to learn complex skills when they can think “metacognitively,” that is, when they think about their own thinking and performance so they can consciously monitor and change it. Baradaran and Sarfarazi (2011) stated that the use of the principles of teaching based on cognitive and metacognitive as scaffolding through contextualize, modeling, discussion, contingency, and construction in the Zone of Proximal Development (ZPD) can solve the problems in teaching writing skills in English as a Foreign Language at the Islamic Azad University of Mashhad
This study focuses on the use of metacognitive elements in helping students produce good essays and expert
I help by parents with the house chores like, cleaning the house, sweeping the floor and hanging out the clothes. This sector can be developed with good management practices when communicating with the clients. This will in turn satisfy tourists who are travelling in Malaysia
Summary
Studies in learning process have found that students are more able to learn complex skills when they can think “metacognitively,” that is, when they think about their own thinking and performance so they can consciously monitor and change it. Baradaran and Sarfarazi (2011) stated that the use of the principles of teaching based on cognitive and metacognitive as scaffolding through contextualize, modeling, discussion, contingency, and construction in the Zone of Proximal Development (ZPD) can solve the problems in teaching writing skills in English as a Foreign Language at the Islamic Azad University of Mashhad. Tufekci and Sapar (2011) noted that a constructive method improves the ability of students to produce creative writing among students as well as helps to improve their communication skills, knowledge of grammar, vocabulary, and increase awareness of the relationship of culture and language. This method enhances students’ motivation to learn a foreign language. The approach based on cognitive and metacognitive strategies are able to produce students who can generate ideas in a critical and analytical writing skill
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callDisclaimer: 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.
