The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class

Bibliographic Details
Main Author:	Alfawzan, Nahla Saleh
Language:	English
Published:	University of Dayton / OhioLINK 2020
Subjects:	Language Adult Education English As A Second Language second language writing Saudi acadmic class higher education metacongnitive strategies
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=dayton1606737192939834

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-dayton16067371929398342021-08-03T07:16:31Z The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class Alfawzan, Nahla Saleh Language Adult Education English As A Second Language second language writing Saudi acadmic class higher education metacongnitive strategies In the Saudi graduate classes, recently, using second language writing has been placed in most of the majors, which leads the graduate students to face enormous pressure to master writing skills. Indeed, learning and practicing second language writing require a valuable effort to master all the writing skills and achieve professional performance. Writing skills have various aspects such as micro-skills (grammar, vocabulary, punctuation, spelling) and macro-skills (content, organization, coherence, cohesion), which need specific strategies to facilitate practicing writing and enhancing performance. This research studies the effect of using metacognitive strategies (planning, monitoring, and evaluating) on the L2 writing output. Planning strategy refers to identify the genre, design writing style, gather information, and organize materials. Monitoring strategy refers to control and monitor the organization, content, grammar, word choices, or spelling. Evaluating is used after the writer finished the text to assess the performance altogether. The researcher did a case study with four Saudi graduate students who use English writing as a medium of instruction. The kind of case study was the participant observation in a controlled setting and think aloud protocol was applied with each participant. Plus, there were interview questions asked to the same participants regarding the three metacognitive strategies. The results show that metacognitive strategies help L2 writers to focus more on their writing abilities and writing skills, which lead them to enhance their performance. Planning and monitoring have a massive influence on the students’ output, and the students were more comfortable using these two strategies because they understood how these strategies work. On the other hand, most students ignored using evaluating strategy, and they stated that they do not know how to assess their writing outcome, and they always depend on their teacher for this process. The findings also clarify that applying metacognitive strategies within writing practice increases the writers’ self-confidence about their capabilities in performing a text in their L2 which improve their performance. 2020 English text University of Dayton / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=dayton1606737192939834 http://rave.ohiolink.edu/etdc/view?acc_num=dayton1606737192939834 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Language Adult Education English As A Second Language second language writing Saudi acadmic class higher education metacongnitive strategies
spellingShingle	Language Adult Education English As A Second Language second language writing Saudi acadmic class higher education metacongnitive strategies Alfawzan, Nahla Saleh The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
author	Alfawzan, Nahla Saleh
author_facet	Alfawzan, Nahla Saleh
author_sort	Alfawzan, Nahla Saleh
title	The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
title_short	The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
title_full	The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
title_fullStr	The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
title_full_unstemmed	The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class
title_sort	effect of applying metacognitive strategic knowledge (msk) in l2 writing performance in the saudi academic class
publisher	University of Dayton / OhioLINK
publishDate	2020
url	http://rave.ohiolink.edu/etdc/view?acc_num=dayton1606737192939834
work_keys_str_mv	AT alfawzannahlasaleh theeffectofapplyingmetacognitivestrategicknowledgemskinl2writingperformanceinthesaudiacademicclass AT alfawzannahlasaleh effectofapplyingmetacognitivestrategicknowledgemskinl2writingperformanceinthesaudiacademicclass
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The Effect of Applying Metacognitive Strategic Knowledge (MSK) in L2 Writing Performance in the Saudi Academic Class

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