Assessing english as a foreign language learners’ writing metacognitive awareness

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dc.contributor.authorZerzour, Adel
dc.contributor.authorBouaziz, Soumia
dc.date.accessioned2020-12-14T05:22:56Z
dc.date.available2020-12-14T05:22:56Z
dc.date.issued2020
dc.description.abstractIn learning, we all seek to explore the best ways, foresee the possible mistakes, and reach accurate results in thought production and problem solving, especially when dealing with foreign languages. Among the four English language skills, writing is considered to be the most difficult and complex one as it involves activating a complex set of materials. A successful accomplishment of such skill may be assured with some mental strategies in which students can improve their performance in writing through generating ideas, structuring essays, drafting, writing and editing. In regard to this issue, our study aims at reporting English as a foreign language students’ writing metacognitive awareness. For fulfilling the purpose of this descriptive study, we administered a metacognitive awareness writing questionnaire (MAWQ) to 60 second year English as a foreign language students at Larbi Ben M’Hidi University to find out how our students are metacognitively aware of their writing process. The data gathered from MAWQ questionnaire revealed that more than half of second year students are aware of the writing strategies. Conversely, our students lack knowledge of metacognition and its strategies application in the act of writing. Therefore, our study emphasizes on rising students’ metacognitive awareness, especially in the act of writing.ar
dc.identifier.urihttp://hdl.handle.net/123456789/9560
dc.language.isoenar
dc.publisherOum-El-Bouaghiar
dc.subjectMetacognitionar
dc.subjectWritingar
dc.subjectMetacognitive awarenessar
dc.subjectKnowledge : regulationar
dc.titleAssessing english as a foreign language learners’ writing metacognitive awarenessar
dc.typeOtherar
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