Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task
Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners’ achievement inside and outside the classroom. The purpose of this paper is to understand the know...
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Sciedu Press
2019
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| _version_ | 1825722088203223040 |
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| author | Saffari, Narges |
| author_facet | Saffari, Narges |
| author_sort | Saffari, Narges |
| collection | UM |
| description | Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners’ achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. Fifty undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that EFL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns. © 2019, Sciedu Press. All rights reserved. |
| first_indexed | 2024-03-06T06:00:18Z |
| format | Article |
| id | um.eprints-23597 |
| institution | Universiti Malaya |
| last_indexed | 2024-03-06T06:00:18Z |
| publishDate | 2019 |
| publisher | Sciedu Press |
| record_format | dspace |
| spelling | um.eprints-235972020-01-28T02:22:10Z http://eprints.um.edu.my/23597/ Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task Saffari, Narges PE English Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners’ achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. Fifty undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that EFL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns. © 2019, Sciedu Press. All rights reserved. Sciedu Press 2019 Article PeerReviewed Saffari, Narges (2019) Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task. International Journal of Higher Education, 8 (5). pp. 221-232. ISSN 1927-6044, DOI https://doi.org/10.5430/ijhe.v8n5p221 <https://doi.org/10.5430/ijhe.v8n5p221>. https://doi.org/10.5430/ijhe.v8n5p221 doi:10.5430/ijhe.v8n5p221 |
| spellingShingle | PE English Saffari, Narges Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title | Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title_full | Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title_fullStr | Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title_full_unstemmed | Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title_short | Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task |
| title_sort | metacognitive knowledge and its effect on second language writing students perceptions of writing task |
| topic | PE English |
| work_keys_str_mv | AT saffarinarges metacognitiveknowledgeanditseffectonsecondlanguagewritingstudentsperceptionsofwritingtask |