| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 87 === The effect of metacognitive strategy on the writing performances of the fourth grade student
Abstract
This focus of this study was to investigate the effect of metacognitive writing strategies on the fourth grade students'''''''' descriptive writing performances. Based on the theory of metacognition and the theory of writing practice, a "meta-writing think worksheet" was designed to help students plan, monitor and revise their composition while they were writing in the class. The empirical design was to divide subjects into two groups: one empirical group and one control group. The empirical group used the "meta-writing thinking worksheet" while they were writing, and the control group did not. The three main purposes of this study were to improve students'''''''' writing ability, to help students make writing plan, monitor their writing text, and revise their composition, and to investigate how the "meta-writing thinking worksheet" affect students with different writing ability.
After four writing teaching classes, there are five main findings in this study:
1. The effect of "meta-thinking worksheet" on student''''''''s writing ability: There were no significant differences between the empirical group and the control group. Further more, the empirical group''''''''s writing models were changed from mess thinking to systematical thinking, and be more organized at writing plan.
2. About writing planning: There were no significant differences between the empirical group and the control group. In addition, the subcategorizes of writing plan of empirical group, like generating ideas, categorizing ideas, organizing ideas, reducing ideas, and setting aims did not have significant differences due to the study.
3. About monitoring during writing:
(1) Monitoring the writing plan: students who could monitor their writing plan well had improved in the quality of their writing. Comparing to these students, students who couldn''''''''t monitor their writing plan well did not improve their writing quality either.
(2) Monitoring the writing process: students understood what they should do when they had problems on writing. However, they did not do as what they knew.
(3) Monitoring the writing text: After writing, students knew what they should erase, what they should revise and did it with the help of the Meta writing thinking worksheet.
4. About revising their writing text: The empirical group had significant higher scores on this dimension than the control group. In the revise model, the two groups frequently used the "additions and deletions" strategy.
5. About the effect of the "meta-writing thinking worksheet" on students with different abilities: the students of the empirical group were divided into three groups: high, middle, and low writing ability. There were no significant differences among these three subgroups. However, the post-test scores of students with good writing planning, monitoring, and revising skills were improved.
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