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Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning

Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian unde...

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Hlavní autoři: Aliyu, Muhammad Mukhtar, Yong, Mei Fung, Abdullah, Mardziah H., Tan , Bee Hoon
Médium: Článek
Jazyk:English
Vydáno: Australian International Academic Centre 2016
On-line přístup:http://psasir.upm.edu.my/id/eprint/55483/1/Developing%20Undergraduates%E2%80%99%20Awareness%20of%20Metacognitive.pdf
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spelling oai:psasir.upm.edu.my:55483 http://psasir.upm.edu.my/id/eprint/55483/ Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning Aliyu, Muhammad Mukhtar Yong, Mei Fung Abdullah, Mardziah H. Tan , Bee Hoon Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian undergraduates in writing. An intact class of second-year students in an English composition course participated in the study. The study was conducted over a period of 12 weeks. Quantitative and qualitative methods were used in data collection. A metacognitive questionnaire was administered before and after the PBL treatment. Semi-structured interview was also carried out at the end of the treatment. The results showed significant effects of the PBL approach on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem solving and discourse features. The findings from the interview revealed that the nature of the ill-structured problem, which is related to their real life, and the interactions during the PBL process increased the participants’ awareness of metacognitive knowledge. The findings further showed that PBL approach could be adopted by ESL instructors and teachers to increase students’ awareness of metacognitive knowledge which in turn can enhance their writing proficiency. Australian International Academic Centre 2016 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/55483/1/Developing%20Undergraduates%E2%80%99%20Awareness%20of%20Metacognitive.pdf Aliyu, Muhammad Mukhtar and Yong, Mei Fung and Abdullah, Mardziah H. and Tan , Bee Hoon (2016) Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning. International Journal of Applied Linguistics & English Literature, 5 (7). pp. 233-240. ISSN 2200-3592; ESSN: 2200-3452 10.7575/aiac.ijalel.v.5n.7p.233
institution UPM IR
collection UPM IR
language English
description Metacognitive awareness can improve students’ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. This study investigates the effects of a problem-based learning approach on the awareness of metacognitive knowledge of Nigerian undergraduates in writing. An intact class of second-year students in an English composition course participated in the study. The study was conducted over a period of 12 weeks. Quantitative and qualitative methods were used in data collection. A metacognitive questionnaire was administered before and after the PBL treatment. Semi-structured interview was also carried out at the end of the treatment. The results showed significant effects of the PBL approach on the participants’ awareness of metacognitive knowledge of task requirements, personal learning process, strategy use, text and accuracy, problem solving and discourse features. The findings from the interview revealed that the nature of the ill-structured problem, which is related to their real life, and the interactions during the PBL process increased the participants’ awareness of metacognitive knowledge. The findings further showed that PBL approach could be adopted by ESL instructors and teachers to increase students’ awareness of metacognitive knowledge which in turn can enhance their writing proficiency.
format Article
author Aliyu, Muhammad Mukhtar
Yong, Mei Fung
Abdullah, Mardziah H.
Tan , Bee Hoon
spellingShingle Aliyu, Muhammad Mukhtar
Yong, Mei Fung
Abdullah, Mardziah H.
Tan , Bee Hoon
Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
author_facet Aliyu, Muhammad Mukhtar
Yong, Mei Fung
Abdullah, Mardziah H.
Tan , Bee Hoon
author_sort Aliyu, Muhammad Mukhtar
title Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
title_short Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
title_full Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
title_fullStr Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
title_full_unstemmed Developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
title_sort developing undergraduates' awareness of metacognitive knowledge in writing through problem - based learning
publisher Australian International Academic Centre
publishDate 2016
url http://psasir.upm.edu.my/id/eprint/55483/1/Developing%20Undergraduates%E2%80%99%20Awareness%20of%20Metacognitive.pdf
_version_ 1819297551529017344
score 13.4562235

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