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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Australian International Academic Centre
2016
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| Online Access: | http://psasir.upm.edu.my/id/eprint/55483/1/Developing%20Undergraduates%E2%80%99%20Awareness%20of%20Metacognitive.pdf |
| _version_ | 1796976283250327552 |
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| author | Aliyu, Muhammad Mukhtar Yong, Mei Fung Abdullah, Mardziah H. Tan , Bee Hoon |
| author_facet | Aliyu, Muhammad Mukhtar Yong, Mei Fung Abdullah, Mardziah H. Tan , Bee Hoon |
| author_sort | Aliyu, Muhammad Mukhtar |
| collection | UPM |
| 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. |
| first_indexed | 2024-03-06T09:23:33Z |
| format | Article |
| id | upm.eprints-55483 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T09:23:33Z |
| publishDate | 2016 |
| publisher | Australian International Academic Centre |
| record_format | dspace |
| spelling | upm.eprints-554832017-09-14T08:45:54Z 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 |
| 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 |
| title | 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_short | 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 |
| url | http://psasir.upm.edu.my/id/eprint/55483/1/Developing%20Undergraduates%E2%80%99%20Awareness%20of%20Metacognitive.pdf |
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