The Relationship between Metacognitive Strategies and Other External Factors L1 Transfer, Motivation and Anxiety
Journal Title: Scholars International Journal of Linguistics and Literature - Year 2018, Vol 1, Issue 2
Abstract
Abstract:Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. One of the major factors that impede the smooth acquisition of writing intelligibility by EFL learners is the transfer of L1 linguistic elements into L2, motivation is another alarming factor that affects Arab EFL learners’ performance and anxiety is another predicament to students’ performance in writing. The aim of the study is to verify the relationship between metacognitive strategies and other external factors L1 transfer, motivation, and anxiety. The researcher used descriptive statistic methods and the correlation coefficient between Metacognitive Strategies and others factor. Questionnaire technique is used as a method of data collection; the study group was formed from secondary school students Al-Mazar, Irbid. Data were generated through distributing the questionnaire from twenty-two students selected purposively from Irbid secondary school, Jordan. Only students from experimental group were eligible for answering the questionnaire. The data were analyzed by using SPSS program. The results showed that there is a positive and significant correlation between metacognitive strategies and motivation, L1 transfer and anxiety. Metacognitive strategies played an important role to enhance the writing performance among students, whereas the majority reported that they enjoy the writing actives during the class by using metacognitive strategies. Keywords: metacognitive, writing performance, L1 transfer, motivation, anxiety
Authors and Affiliations
Tamer Mohammad Al-Jarrah, Noraien Mansor, Rania Hassan Talafhah, Jarrah Mohammad Al-Jarrah
Keywords
Related Articles
- EP ID EP401683
- DOI -
- Views 95
- Downloads 0
The Relationship between Metacognitive Strategies and Other External Factors L1 Transfer, Motivation and Anxiety
Abstract:Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. One of the major factors that impede the smo...
The Effect of Using Metacognitive Strategies on Writing Performance of EFL Students in Jordanian Private and Public Schools: A Comparative Study
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...
Reading News through Mobile and Its Effect on Essay Writing- A Case Study on Upper-Intermediate Iranian EFL Learners
Abstract:Taking the position that writing can be an important skill to foster knowledge building pedagogy; this article explores reading news through mobile applications as a supportive tool for this purpose. Fifteen lan...
L2 Learning Motivation and Self-Assessment Among EFL Learners Regarding Their Writing Skill
Abstract:In this correlational study, 54 MA students were selected out of 68 initial participants majoring in TEFL at Khatamol-Anbia University, Tehran, Iran. The homogeneity of participants was calculated through admini...
Approaching Translation from the Perspective of Text Analysis
Abstract:Guided by theories of systemic functional linguistics and pragmatics, this paper is focused on approaching translation from the perspective of text analysis. It aims at analyzing, interpreting and ironing out so...