EMPOWERING EFL STUDENTS WITH METACOGNITIVE LANGUAGE LEARNING STRATEGIES: DOES IT WORK?

Agus sholeh (2016) EMPOWERING EFL STUDENTS WITH METACOGNITIVE LANGUAGE LEARNING STRATEGIES: DOES IT WORK? In: UNSPECIFIED.

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Abstract

In EFL settings, of four English language skills, writing is often considered a complex skill to master. Students not only have to put their ideas into a sufficient content, but they have to put into account style of organization and language use dealing with grammar, vocabulary, and mechanics. In addition, writing is not an easy activity to do and it is often believed to be the most complex skill to master (Cahyono & Widiati in Kusumaningrum, 2012), and developing writing ability is an important but a complex part of language learning (Dulger, 2011). Accordingly, many EFL learners are frustrated by the fact that they are making little progress in writing (Xiao, 2008), so teachers should facilitate students to understand their own writing process (Brown, 2007). Regarding the evidence that academic writing not only focuses on products but also process and the fact that writing is a demanding task (Ruan, 2005), the way students employ appropriate strategies in writing course will influence their writing quality. Metacognitive Language Learning Strategies (MLLSSs) may assist students to recognize their composing process since MLLSSs are thinking about thinking involving active control over cognitive processes engaged in learning (Livingstone. 1997). Since good language learners use MLLSs and are aware of the process of language learning (Khaki and Hessamy, 2013), this article primary reveals the impact of MLLSS on students’ writing proficiency and how the strategies are integrated into EFL academic writing settings. Keywords: EFL Students, Metacognitive Strategies

Item Type: Conference or Workshop Item (Paper)
Subjects: Bahasa dan Budaya
Bahasa dan Budaya > Artikel
Divisions: Fakultas Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: AGUS SHOLEH
Date Deposited: 18 Aug 2016 05:38
Last Modified: 08 Jun 2017 05:45
URI: http://repository.unikama.ac.id/id/eprint/759

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