The Effects of Metacognitive Learning Strategy in Writing Enhancement of English Students

  • Nazli Tyfekci
  • Erenik Dujaka

Abstract

This study investigates the effectiveness of metacognitive learning strategy in writing enhancement of English language and literature students in Kosovo. The research examined students’ metacognitive knowledge and regulation about their priorities regarding drafting, planning, organizing, summarizing, composing, reviewing and later on evaluation. Divided into two phases to first measure their awareness towards metacognition, and then to evaluate their capability in composition through learning strategies, the results of the research suggest that, contrary to the traditional view, in Kosovo, that places its importance on the teacher and not the student, the experimental participants proved that by utilizing metacognitive learning strategy enhances their writing efficiency and effectiveness. Findings also suggest that students’ attitude towards new and modern learning strategies is potently positive and welcoming.

References

Applebee, A. N., & Langer, J. A. (2011). A snapshot of writing instruction in middle schools and high schools.
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum.
Brown, K., & Hood, S. (2007). Writing matters. Cambridge: Cambridge University Press.
Flavell, J.H. (1976). Metacognition and Cognitive Monitoring: A new area of cognitive-developmental inquiry. American Psychologist, USA.
Hayes, J. & Flower, L. (1981). Identifying the Organization of Writing Processes. Hillsdale, New Jersey: Erlbaum.
Heaton, J.B. (1975). Longman Handbooks for Language teachers. LIK, London, UK.
Langan, J. (2011). College writing skills. New York: McGraw-Hill.
Nunan, D. (1999). Second Language Teaching and Learning. USA: Newbury House.
O'Neill, P., Moore, C., & Huot, B. (2009). Guide to College Writing Assessment.
Oxford, R. (2011). Teaching and Researching Language Learning Strategies. Harlow, England: Longman.
Peregoy, S.F. & Boyle, O.F. (2005). Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners. USA: Pearson Publications.
Richards, J.C. (1990). The Language Teaching Matrix. Cambridge: Cambridge University Press.
Schraw, G. & Rayne, A.S. (1994). Assessing Metacognitive Awareness. Nevada, USA.
Wallace, A., Wallace, I., & Wallechinsky, D. (1977). The People's almanac presents the book of lists. New York, NY: Bantam.
Waters, H., & Schneider, W. (2010). Metacognition, strategy use, and instruction. New York: Guilford Press.
Zimmerman, J. & Risember, R. (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Department of Educational Psychology, Graduate School and University Center, City University of New York.
Published
2018-01-22
How to Cite
TYFEKCI, Nazli; DUJAKA, Erenik. The Effects of Metacognitive Learning Strategy in Writing Enhancement of English Students. PRIZREN SOCIAL SCIENCE JOURNAL, [S.l.], v. 1, n. 1, p. 47-66, jan. 2018. ISSN 2616-387X. Available at: <http://prizrenjournal.com/index.php/PSSJ/article/view/Nazli%20TYFEKQIU%2C%20Erenik%20DUJAKA>. Date accessed: 22 sep. 2019.
Section
Original Research Articles