The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education
Abstract
Many students still experience difficulty with academic writing as part of meeting their academic demands. The purpose of this study was to test the validity of the metacognitive writing strategy instrument and to test the effectiveness of metacognitive writing strategies in improving academic writing skills in tertiary institutions. In total, 500 students from three universities in West Java, Indonesia participated in this study. The method used in this research was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were the metacognitive academic writing strategy questionnaire and academic writing tests on several topics. The research findings show that, first, the questionnaire instrument using metacognitive strategies in the writing process was proven to be valid because it was able to assess the students’ metacognitive awareness. Second, metacognitive strategies make a significant contribution to the students’ academic writing abilities. Metacognitive strategies act as high?level constructs and positive correlations were found between the dimensions of the strategies. The dimensions of metacognition found to correlate with and contribute to one another were the declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (the eight-component correlation model) was determined to be better at improving academic writing ability than the first model. The second model described all components as significantly contributing more comprehensively than the first model. This research concludes with the implication that academic writing ability can be improved by increasing students’ metacognitive awareness and reflective abilities in relation to their own writing process.
https://doi.org/10.26803/ijlter.22.6.17
Keywords
Full Text:
PDFReferences
Alfaifi, M. J. (2022). A suggested model for metacognitive strategy instruction in EFL writing classrooms. Reading and Writing Quarterly, 38(4), 323–339. https://doi.org/10.1080/10573569.2021.1954569
Cutri, J., Abraham, A., Karlina, Y., Patel, S. V., Moharami, M., Zeng, S., Manzari, E., & Pretorius, L. (2021). Academic integrity at doctoral level: The influence of the imposter phenomenon and cultural differences on academic writing. International Journal for Educational Integrity, 17(1), 1–16. https://doi.org/10.1007/s40979-021-00074-w
Davies, G., & Greenwood, K. (2020). A meta-analytic review of the relationship between neurocognition, metacognition and functional outcome in schizophrenia. Journal of Mental Health, 29(5), 496–505. https://doi.org/10.1080/09638237.2018.1521930
Dirrigl, F. J., & Noe, M. (2019). The teacher writing toolkit: Enhancing undergraduate teaching of scientific writing in the biological sciences. Journal of Biological Education, 53(5), 524–540. https://doi.org/10.1080/00219266.2018.1501410
Farahian, M., & Avarzamani, F. (2018). The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education, 5(1), 1450918. https://doi.org/10.1080/2331186X.2018.1450918
Festas, I., Seixas, A., & Matos, A. (2022). Plagiarism as an academic literacy issue: The comprehension, writing and consulting strategies of Portuguese university students. International Journal for Educational Integrity, 18(1), 1–18. https://doi.org/10.1007/s40979-022-00119-8
French, A. (2020). Academic writing as identity-work in higher education: Forming a ‘professional writing in higher education habitus’. Studies in Higher Education, 45(8), 1605–1617. https://doi.org/10.1080/03075079.2019.1572735
Gioia, A. R., Ahmed, Y., Woods, S. P., & Cirino, P. T. (2023). Correction to: Properties of a combined measure of reading and writing: The assessment of writing, self-monitoring, and reading (AWSM Reader) (Reading and Writing, [2023], 36, 3, [723?744], https://doi.org/10.1007/s11145-022-10274-6). Reading and Writing, 36(3), 745. https://doi.org/10.1007/s11145-022-10382-3
Guo, L. (2022). Teachers’ mediation in students’ development of cognition and metacognition. Asia-Pacific Journal of Teacher Education, 50(5), 458–473. https://doi.org/10.1080/1359866X.2020.1846158
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021a). Enhancing scientific argumentation skill through partnership comprehensive literacy. Journal of Physics: Conference Series, 2098(1), 012015. https://doi.org/10.1088/1742-6596/2098/1/012015
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021b). The role of multimodal text to develop literacy and change social behaviour foreign learner. International Journal of Instruction, 14(4), 85–102. https://doi.org/10.29333/iji.2021.1446a
Hadianto, D. S., Damaianti, V., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of literacy teaching design integrating local culture discourse and activities to enhance reading skills. Cogent Education, 9(1), 2016040. https://doi.org/10.1080/2331186X.2021.2016040
Hall, S., Moskovitz, C., & Pemberton, M. A. (2018). Attitudes toward text recycling in academic writing across disciplines. Accountability in Research, 25(3), 142–169. https://doi.org/10.1080/08989621.2018.1434622
Hancock, E., & Karakok, G. (2021). Supporting the development of process-focused metacognition during problem-solving. Primus, 31(8), 837–854. https://doi.org/10.1080/10511970.2020.1772914
Henry, C., & Austin, M. J. (2021). Social work as a writing-intensive profession: Exploring the relationship between academic and practice writing. Journal of Teaching in Social Work, 41(3), 230–256. https://doi.org/10.1080/08841233.2021.1932015
Keith, S., Stives, K. L., Kerr, L. J., & Kastner, S. (2020). The role of academic background and the writing centre on students’ academic achievement in a writing-intensive criminological theory course. Educational Studies, 46(2), 154–169. https://doi.org/10.1080/03055698.2018.1541788
Khojasteh, L., Hosseini, S. A., & Nasiri, E. (2021). The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: Scaffolding techniques. Research and Practice in Technology Enhanced Learning, 16(1), 17. https://doi.org/10.1186/s41039-021-00165-9
Kim, E. Y. J., & LaBianca, A. S. (2018). Ethics in academic writing help for international students in higher education: Perceptions of faculty and students. Journal of Academic Ethics, 16(1), 39–59. https://doi.org/10.1007/s10805-017-9299-5
Lamb, R. L., Etopio, E., Hand, B., & Yoon, S. Y. (2019). Virtual reality simulation: Effects on academic performance within two domains of writing in science. Journal of Science Education and Technology, 28(4), 371–381. https://doi.org/10.1007/s10956-019-09774-y
Levrai, P., & Bolster, A. (2019). A framework to support group essay writing in English for academic purposes: A case study from an English-medium instruction context. Assessment and Evaluation in Higher Education, 44(2), 186–202. https://doi.org/10.1080/02602938.2018.1487024
Lonka, K., Ketonen, E., Vekkaila, J., Cerrato Lara, M., & Pyhältö, K. (2019). Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment. Higher Education, 77(4), 587–602. https://doi.org/10.1007/s10734-018-0290-x
McNamara, T., Morton, J., Storch, N., & Thompson, C. (2018). Students’ accounts of their first-year undergraduate academic writing experience: Implications for the use of the CEFR. Language Assessment Quarterly, 15(1), 16–28. https://doi.org/10.1080/15434303.2017.1405420
Miller, D. M., Scott, C. E., & McTigue, E. M. (2018). Writing in the secondary-level disciplines: A systematic review of context, cognition, and content. Educational Psychology Review, 30(1), 83–120. https://doi.org/10.1007/s10648-016-9393-z
Navarro, F., Orlando, J., Vega-Retter, C., & Roth, A. D. (2022). Science writing in higher education: Effects of teaching self-assessment of scientific poster construction on writing quality and academic achievement. International Journal of Science and Mathematics Education, 20(1), 89–110. https://doi.org/10.1007/s10763-020-10137 y
Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: What does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), 483–500. https://doi.org/10.1080/00131911.2018.1441127
Phillips Galloway, E., Qin, W., Uccelli, P., & Barr, C. D. (2020). The role of cross-disciplinary academic language skills in disciplinary, source-based writing: Investigating the role of core academic language skills in science summarization for middle grade writers. Reading and Writing, 33(1), 13–44. https://doi.org/10.1007/s11145-019-09942-x
Roald, G. M., Wallin, P., Hybertsen, I. D., & Stenøien, J. M. (2021). Learning from contrasts: First-year students writing themselves into academic literacy. Journal of Further and Higher Education, 45(6), 758–770. https://doi.org/10.1080/0309877X.2020.1813264
Sanchez, N., Norka, A., Corbin, M., & Peters, C. (2019). Use of experiential learning, reflective writing, and metacognition to develop cultural humility among undergraduate students. Journal of Social Work Education, 55(1), 75–88. https://doi.org/10.1080/10437797.2018.1498418
Santelmann, L. M., Stevens, D. D., & Martin, S. B. (2018). Fostering master’s students’ metacognition and self-regulation practices for research writing. College Teaching, 66(3), 111–123. https://doi.org/10.1080/87567555.2018.1446898
Saqr, M., Peeters, W., & Viberg, O. (2021). The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing. Research and Practice in Technology Enhanced Learning, 16(1), 29. https://doi.org/10.1186/s41039-021-00175-7
Sarid, M., Peled, Y., & Vaknin-Nusbaum, V. (2021). The relationship between second language college students’ perceptions of online feedback on draft-writing and academic procrastination. Reading and Writing, 34(5), 1247–1271. https://doi.org/10.1007/s11145-020-10111-8
Teng, F. (2020). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 551–568. https://doi.org/10.1080/00313831.2019.1595712
Teng, M. F. (2022). Effects of cooperative–metacognitive instruction on EFL learners’ writing and metacognitive awareness. Asia Pacific Journal of Education, 42(2), 179?195. https://doi.org/10.1080/02188791.2020.1835606
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6(1), 4. https://doi.org/10.1186/s40862-020-00108-9
Wang, Y., & Xie, Q. (2022). Diagnostic assessment of novice EFL learners’ discourse competence in academic writing: A case study. Language Testing in Asia, 12(1), 47. https://doi.org/10.1186/s40468-022-00197-y
Yoo, J. (2019). Creative writing and academic timelessness. New Writing, 16(2), 148–157. https://doi.org/10.1080/14790726.2018.1490776
Yung, K. W. H., & Cai, Y. (2020). Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis. Assessment and Evaluation in Higher Education, 45(4), 629–642. https://doi.org/10.1080/02602938.2019.1680951
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493