The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction

Autor/inn/en	Sumarno, Wahyu Kyestiati; Kusumaningrum, Widya Ratna; Nurhayati, Eli
Titel	The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 1, S.523-536 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sumarno, Wahyu Kyestiati) ORCID (Kusumaningrum, Widya Ratna) ORCID (Nurhayati, Eli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Metacognition; Process Approach (Writing); Writing Processes; Correlation; Second Language Learning; Second Language Instruction; English (Second Language); Measures (Individuals); Writing Skills; Teaching Methods; Writing Instruction; Lesson Plans; Academic Language; Undergraduate Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Prozessorientiertes Schreiben; Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Lesson planning; Unterrichtsplanung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Indonesien
Abstract	This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the students' metacognitive awareness, and a writing rubric to assess the students' academic writing skills. Quantitative analysis by using Pearson Correlation test and Multiple Regression test were employed to check the correlation, and its strength and direction, respectively. The results demonstrated that there was a significant and unidirectional correlation between metacognition and writing skills. Furthermore, it was noted that knowledge about cognition and regulation of cognition together affect the English writing skills with an influence level of up to 41.7%, and each variable of the two parameters gave a great influence on the English writing skills up to 82, 2%. These findings indicated that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. Pedagogical implication lies in the better understanding of metacognition that will help writing teachers to be supportive and encourage them to develop lesson plans which accommodate this notion. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01