Metacognitive knowledge in relation to EFL reading and writing achievement
| [Abstract] | |
| Type | Article |
| Author | Hamdoud, Amina. Higher Normal School of Bouzaréah, Algeria. |
| Pages | pp. 331-343 |
| Host Item Entry |
Journal of Psychological and Educational Sciences. Vol. 7, no. 1, 2021
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| Electronic Location |
Full text (PDF)
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| Descriptors | Metacognition - Thought processes - English - Modern language instruction - Reading - Writing - Academic achievement |
| Language of document | English |
| Country | Algeria |
Metacognitive knowledge refers to one’s awareness of cognitive processes and actions. It is the initial stage of metacognitive thinking without which upcoming thought operations are not possibly accomplished. This Mixed Methods study was conducted to describe undergraduate students’ metacognitive knowledge in EFL reading and writing. It relied on two research tools of data collection: the Metacognitive Awareness Inventory for the quantitative part and a semi-structured interview for the qualitative part. The results revealed lack of procedural knowledge among students and a mismatch between task requirements and strategic knowledge. The study, therefore, called for direct instruction in metacognitive knowledge for students and further investigation about teachers’ metacognition. (Published abstract)
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| Hamdoud, Amina. (2021). Metacognitive knowledge in relation to EFL reading and writing achievement . Journal of Psychological and Educational Sciences. Vol. 7, no. 1, 2021. pp. 331-343 Retrieved from search.shamaa.org |