The Effect of Using Metacognitive Strategies on Writing Performance of EFL Students in Jordanian Private and Public Schools: A Comparative Study
Journal Title: Scholars International Journal of Linguistics and Literature - Year 2018, Vol 1, Issue 2
Abstract
Abstract: Strong writers actively and metacognitively involve themselves in the writing process by spending more time recursively planning and refining their writing by actively monitoring and adjusting the text they are generating and by maintaining an awareness of their audience. Research shows that training in Meta-cognition Strategies that are used to Improve Writing Disabilities and performances have been successful. The purpose of the present study was to study Comparison of Using Metacognitive Strategies on Writing Performance in Private and Government Schools in Jordan. We have investigated the effect of Meta-cognitive strategy training through the use of explicit and teaching intervention strategy instruction on Improve Writing Disabilities among 12th Standard students. To reach the goal of the study two groups of Writing Disabilities in 12th Standard students were randomly assigned to a control and an experimental group. The experimental groups received instruction on Meta-cognitive strategy training through a 12-week period of instruction while the control groups received traditional way. The result of the study showed that explicit Meta-cognitive strategy training has a significant positive effect on Improve Writing performance and Disabilities in 12th Standard students. The collected data were analyzed by using SPSS software version 23. Keywords: metacognitive, writing performance, jordanian school, jordanian education
Authors and Affiliations
Rania Hassan Talafhah, Tamer Mohammad Al-Jarrah, Noraien Mansor, Jarrah Mohammad Al-Jarrah
Keywords
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