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Paul Briody - One of the best experts on this subject based on the ideXlab platform.

  • the relationship between english writing ability levels and efl learners Metacognitive Behavior in the writing process
    International Journal of Academic Research in Progressive Education and Development, 2012
    Co-Authors: Zufeng Wei, Huifang Shang, Paul Briody
    Abstract:

    The impact of globalization has been felt by those who need to communicate in English. The corollary to this is that an emphasis is now placed on traditional writing skills within an increasingly complex range of communicative media. To meet the demands of writing competence that EFL learner’s now face, Flower and Hayes (1981) proposed a cognitive process writing model to provide insights, into how writers go about planning, generating, and revising, during the process of writing. Sitko (1998) proposes that one way to engage students in the cognitive process is to provide instruction in metacognition. Since there have been fewer studies focusing on examining the impact of Metacognitive Behavior in the Taiwanese learning context (e.g., You & Joe, 2001, 2002), the purpose of this study is to investigate the relationship between English writing ability levels and EFL learners’ Metacognitive Behavior during the writing process; and further, to explore their attitudes and perceptions, concerning metacognitve operations, during the writing process. Both quantitative and qualitative research methods were used in this non-experimental study. Subjects in the present study were 152 students majoring in Applied English at a university in the south of Taiwan. The finding of this study reveals that high-level writers make better use of metacognative Behavior in the stages of planning as well as reviewing; however, there is no significant difference at the translating stage. The interview results show that highly-proficient writers: generate complete ideas, and concern themselves with the needs of their audience and the demands of specific genres, as well as additionally organizing an outline in English during the planning stage; whereas most intermediate- and low-proficient writers, only generate rough ideas and make an outline in Chinese. It is expected that the results of the present study will inform EFL writing teachers of the pedagogical implications and conclusions to be drawn from a fuller understanding of the Metacognitive writing Behavior exhibited by proficient EFL students.

Eryansyah Eryansyah - One of the best experts on this subject based on the ideXlab platform.

  • the correlation between english writing ability levels and efl learners Metacognitive Behavior in writing process of students of english education study program in sriwijaya university
    2018
    Co-Authors: Ayu Lestari, Rita Inderawati, Eryansyah Eryansyah
    Abstract:

    The purpose of this study was to find out whether or not there was a significant correlation between English writing ability levels and EFL learners’ Metacognitive Behavior in writing process of students of English Education Study Program of FKIP in Sriwijaya University, and to find out the contribution of students’ Metacognitive Behavior to their writing ability levels. The sample of this study was 85 sixth semester students of English Education Study Program of FKIP in academic year 2017/2018. The study used a quantitative research method of correlational design. The data were collected by distributing Metacognitive Behavior questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that there was a weak significant correlation between students’ Metacognitive Behavior in writing process and writing ability level with r obtained = 0.383 and p-value = 0.000. Furthermore, the results of regression analysis showed that there was 14.7% of students’ writing ability level was influenced by their Metacognitive Behavior. In summary, EFL learners’ Metacognitive Behavior in writing process was significantly correlated and contributed to writing ability levels.

Zufeng Wei - One of the best experts on this subject based on the ideXlab platform.

  • the relationship between english writing ability levels and efl learners Metacognitive Behavior in the writing process
    International Journal of Academic Research in Progressive Education and Development, 2012
    Co-Authors: Zufeng Wei, Huifang Shang, Paul Briody
    Abstract:

    The impact of globalization has been felt by those who need to communicate in English. The corollary to this is that an emphasis is now placed on traditional writing skills within an increasingly complex range of communicative media. To meet the demands of writing competence that EFL learner’s now face, Flower and Hayes (1981) proposed a cognitive process writing model to provide insights, into how writers go about planning, generating, and revising, during the process of writing. Sitko (1998) proposes that one way to engage students in the cognitive process is to provide instruction in metacognition. Since there have been fewer studies focusing on examining the impact of Metacognitive Behavior in the Taiwanese learning context (e.g., You & Joe, 2001, 2002), the purpose of this study is to investigate the relationship between English writing ability levels and EFL learners’ Metacognitive Behavior during the writing process; and further, to explore their attitudes and perceptions, concerning metacognitve operations, during the writing process. Both quantitative and qualitative research methods were used in this non-experimental study. Subjects in the present study were 152 students majoring in Applied English at a university in the south of Taiwan. The finding of this study reveals that high-level writers make better use of metacognative Behavior in the stages of planning as well as reviewing; however, there is no significant difference at the translating stage. The interview results show that highly-proficient writers: generate complete ideas, and concern themselves with the needs of their audience and the demands of specific genres, as well as additionally organizing an outline in English during the planning stage; whereas most intermediate- and low-proficient writers, only generate rough ideas and make an outline in Chinese. It is expected that the results of the present study will inform EFL writing teachers of the pedagogical implications and conclusions to be drawn from a fuller understanding of the Metacognitive writing Behavior exhibited by proficient EFL students.

Ayu Lestari - One of the best experts on this subject based on the ideXlab platform.

  • the correlation between english writing ability levels and efl learners Metacognitive Behavior in writing process of students of english education study program in sriwijaya university
    2018
    Co-Authors: Ayu Lestari, Rita Inderawati, Eryansyah Eryansyah
    Abstract:

    The purpose of this study was to find out whether or not there was a significant correlation between English writing ability levels and EFL learners’ Metacognitive Behavior in writing process of students of English Education Study Program of FKIP in Sriwijaya University, and to find out the contribution of students’ Metacognitive Behavior to their writing ability levels. The sample of this study was 85 sixth semester students of English Education Study Program of FKIP in academic year 2017/2018. The study used a quantitative research method of correlational design. The data were collected by distributing Metacognitive Behavior questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that there was a weak significant correlation between students’ Metacognitive Behavior in writing process and writing ability level with r obtained = 0.383 and p-value = 0.000. Furthermore, the results of regression analysis showed that there was 14.7% of students’ writing ability level was influenced by their Metacognitive Behavior. In summary, EFL learners’ Metacognitive Behavior in writing process was significantly correlated and contributed to writing ability levels.

Jack Bookman - One of the best experts on this subject based on the ideXlab platform.

  • an expert novice study of Metacognitive Behavior in four types of mathematics problems
    PRIMUS, 1993
    Co-Authors: Jack Bookman
    Abstract:

    ABSTRACT The purpose of this study was to examine the differences between the Metacognitive Behaviors exhibited by experts and novices. Of particular interest was the degree to which subjects managed or controlled their Behavior and the extent to which solutions, particularly by experts, were schema driven. Nine novices (college freshman) and six experts (first and second year graduate students in mathematics) were asked to think aloud while solving four mathematics problems: (1) a routine problem; (2) a problem with more than one obvious path; (3) a nonroutine problem that involved the use of the skills used in the routine problem; and (4) a problem with insufficient or contradictory information. The verbal protocols provide evidence that: experts in this study possessed and used schemas to solve problems but schema use did not fully or adequately characterize expertise; of the two aspects of metacognition - beliefs about cognition and control of cognition - beliefs played a more important role than cont...