The impact of metacognitive learning techniques on learners’ essay writing performance: a study on pre-service teacher students at Teacher Training School of Bouzeareh
This study was carried out to investigate whether pre-service teacher students are aware of using Metacognitive Learning Techniques (MLT) in writing their academic essays, and to explore which metacognitive learning Techniques (MLT) is mostly adopted by the students in essay writing. The study al...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Asian Scholars Network
2022
|
| Subjects: | |
| Online Access: | http://irep.iium.edu.my/97525/1/97525_The%20impact%20of%20metacognitive%20learning%20techniques.pdf http://irep.iium.edu.my/97525/ https://myjms.mohe.gov.my/index.php/ijares/article/view/17452/9168 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | This study was carried out to investigate whether pre-service teacher students are
aware of using Metacognitive Learning Techniques (MLT) in writing their academic essays,
and to explore which metacognitive learning Techniques (MLT) is mostly adopted by the
students in essay writing. The study also examined the significant relationship between MLT
and students’ essay writing performance (EWP) and established which MLT is a predictor of
students’ EWP depending on the views of pre-service teacher Training School of Bouzareah
students, Algeria. The questionnaire employed was adapted from Farahanian’s MLWQ. The
data was analysed using SPSS V28 by employing the mean scores, correlation matrix, and
regression. The findings indicated that most of the respondents are aware of using
metacognitive learning strategies in their essay writing and that Planning, Organization, and
Goal setting were the commonly used strategies by the students. The results identified a
substantial connection between MLT and students’ performance in essay writing. And that
Awareness was found to be the only predictor of students’ EWP. The study, therefore concluded
that students do not only learn effectively by using metacognitive writing strategies but also
can transfer skills learned beyond the classroom activities. This implies that metacognitive
strategies-based teaching is highly essential and beneficial as the influence of metacognitive
learning strategies (awareness) has been established in this study as part of the reasons behind
students’ essay writing performance. By implication, higher institutions of learning, as well as
education policymakers, are urged to include metacognitive learning techniques into the
pedagogical approaches and make necessary emphasis on its usage. |
|---|