A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students

Autor/inn/en	Agili, Emtenan; Prabhashini, C. Bhagya
Titel	A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students
Quelle	In: Arab World English Journal, 12 (2021) 3, S.450-463 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Agili, Emtenan) ORCID (Prabhashini, C. Bhagya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Writing Instruction; English (Second Language); Second Language Instruction; Writing Skills; Metacognition; Language Teachers; College Faculty; Foreign Countries; Learning Strategies; Graduate Students; Planning; Interpersonal Communication; Evaluation; Saudi Arabia + Suchen Sie Ihr Suchwort? Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language teacher; Sprachunterricht; Fakultät; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ablaufplanung; Planungsprozess; Interpersonale Kommunikation; Evaluierung; Saudi-Arabien
Abstract	Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors. Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around. However, it is a small attempt in teachers' perspective to see if anything is lacking in the implementation of 'teaching writing strategies' for EFL classrooms. To verify this assumption between practicality and literature, this paper intends to explore 'the implementation of writing strategies of faculty' during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students' meta-cognitive awareness. To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region. The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively. Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario. In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01