Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills
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| Název: | Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills |
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| Autoři: | Fathiaty Murtadho |
| Zdroj: | Indonesian Journal of Applied Linguistics, Vol 10, Iss 3 (2021) |
| Informace o vydavateli: | Universitas Pendidikan Indonesia, 2021. |
| Rok vydání: | 2021 |
| Sbírka: | LCC:Special aspects of education LCC:Language. Linguistic theory. Comparative grammar |
| Témata: | action research, argumentative writing skill, critical thinking, metacognition, Special aspects of education, LC8-6691, Language. Linguistic theory. Comparative grammar, P101-410 |
| Popis: | This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy to improve argumentative writing skills of college students in Indonesia. Argumentative writing is one of the pivotal topics among researchers investigating ways to improve college-level writing. This study involved 88 students of three parallel classes enrolled in the writing skill development course. Employing Kemmis and McTaggart's (1988, 2014) model of action research, this study employed a three-cycle action study in one semester, covering four stages of learning tasks: understanding of problem, monitoring of students’ learning activities, problem-solving, assessment, and conclusion drawing. Each cycle provided learning exercises of metacognitive and critical thinking to hone the students’ argumentative writing skills. Referring to critical skill criteria as a baseline, the analysis found that employing metacognitive and critical thinking process in the instructional treatments enabled the students to improve their argumentative writing skills. The finding indicates a pivotal role of incorporating metacognition in writing instruction as a strategy to improve college-level writing skills. |
| Druh dokumentu: | article |
| Popis souboru: | electronic resource |
| Jazyk: | English |
| ISSN: | 2301-9468 2502-6747 |
| Relation: | https://ejournal.upi.edu/index.php/IJAL/article/view/31752; https://doaj.org/toc/2301-9468; https://doaj.org/toc/2502-6747 |
| DOI: | 10.17509/ijal.v10i3.31752 |
| Přístupová URL adresa: | https://doaj.org/article/a5ac2f64f2b044879153a95e2a0dc907 |
| Přístupové číslo: | edsdoj.5ac2f64f2b044879153a95e2a0dc907 |
| Databáze: | Directory of Open Access Journals |
Nájsť tento článok vo Web of Science | Abstrakt: | This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy to improve argumentative writing skills of college students in Indonesia. Argumentative writing is one of the pivotal topics among researchers investigating ways to improve college-level writing. This study involved 88 students of three parallel classes enrolled in the writing skill development course. Employing Kemmis and McTaggart's (1988, 2014) model of action research, this study employed a three-cycle action study in one semester, covering four stages of learning tasks: understanding of problem, monitoring of students’ learning activities, problem-solving, assessment, and conclusion drawing. Each cycle provided learning exercises of metacognitive and critical thinking to hone the students’ argumentative writing skills. Referring to critical skill criteria as a baseline, the analysis found that employing metacognitive and critical thinking process in the instructional treatments enabled the students to improve their argumentative writing skills. The finding indicates a pivotal role of incorporating metacognition in writing instruction as a strategy to improve college-level writing skills. |
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| ISSN: | 23019468 25026747 |
| DOI: | 10.17509/ijal.v10i3.31752 |