Titulo:
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development
.
Guardado en:
2307-7999
2310-4635
8
2020-09-15
e757
e757
Propósitos y Representaciones - 2020
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
| id |
metarevistapublica_usil_propositosyrepresentaciones_48_article_757 |
|---|---|
| record_format |
ojs |
| spelling |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners. Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry metacognitive awareness writing EFL 8 SPE3 Núm. SPE3 , Año 2020 : Número especial: Docencia para universitarios en el contexto de las medidas de cuarentena durante la pandemia Artículo de revista Journal article 2020-09-15T00:00:00Z 2020-09-15T00:00:00Z 2020-09-15 application/pdf Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. Propósitos y Representaciones 2307-7999 2310-4635 https://revistas.usil.edu.pe/index.php/pyr/article/view/757 10.20511/pyr2020.v8nSPE3.757 https://doi.org/10.20511/pyr2020.v8nSPE3.757 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ Propósitos y Representaciones - 2020 e757 e757 https://revistas.usil.edu.pe/index.php/pyr/article/download/757/1091 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/redcol/resource_type/ARTREF info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
| institution |
UNIVERSIDAD SAN IGNACIO DE LOYOLA |
| thumbnail |
https://nuevo.metarevistas.org/USIL/logo.png |
| country_str |
Perú |
| collection |
Propósitos y Representaciones |
| title |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| spellingShingle |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry metacognitive awareness writing |
| title_short |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| title_full |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| title_fullStr |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| title_full_unstemmed |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| title_sort |
metacognitive awareness instruction: a mixed method study on high school efl learners’ writing development |
| title_eng |
Metacognitive Awareness Instruction: A Mixed Method Study on High School EFL Learners’ Writing Development |
| description_eng |
The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill. To follow this goal, a research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners. To achieve this goal, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners.
|
| author |
Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry |
| author_facet |
Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry |
| topic |
metacognitive awareness writing |
| topic_facet |
metacognitive awareness writing |
| citationvolume |
8 |
| citationissue |
SPE3 |
| citationedition |
Núm. SPE3 , Año 2020 : Número especial: Docencia para universitarios en el contexto de las medidas de cuarentena durante la pandemia |
| publisher |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
| ispartofjournal |
Propósitos y Representaciones |
| source |
https://revistas.usil.edu.pe/index.php/pyr/article/view/757 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Propósitos y Representaciones - 2020 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| type_driver |
info:eu-repo/semantics/article |
| type_coar |
http://purl.org/coar/resource_type/c_6501 |
| type_version |
info:eu-repo/semantics/publishedVersion |
| type_coarversion |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| type_content |
Text |
| publishDate |
2020-09-15 |
| date_accessioned |
2020-09-15T00:00:00Z |
| date_available |
2020-09-15T00:00:00Z |
| url |
https://revistas.usil.edu.pe/index.php/pyr/article/view/757 |
| url_doi |
https://doi.org/10.20511/pyr2020.v8nSPE3.757 |
| issn |
2307-7999 |
| eissn |
2310-4635 |
| doi |
10.20511/pyr2020.v8nSPE3.757 |
| citationstartpage |
e757 |
| citationendpage |
e757 |
| url2_str_mv |
https://revistas.usil.edu.pe/index.php/pyr/article/download/757/1091 |
| _version_ |
1811200479511707648 |