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Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task

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  • Narges Saffari

Abstract

Metacognitive knowledge is a comparatively constant information show how human beings learn and process information in general and individual. It is also considered as a significant element in learners’ achievement inside and outside the classroom. The purpose of this paper is to understand the knowledge and beliefs L2 learners bring to writing tasks, and how the metacognitive knowledge they possess influences their approach to L2 writing. 50 undergraduate students were asked to fill the questionnaire and express their opinion on this matter. Findings of response data from questionnaires indicate that ESL writing is positively related to attention on the macro-level structure and negatively related to micro-level concerns.

Suggested Citation

  • Narges Saffari, 2019. "Metacognitive Knowledge and Its Effect on Second Language Writing: Students' Perceptions of Writing Task," International Journal of Higher Education, Sciedu Press, vol. 8(5), pages 221-221, October.
    • Handle: RePEc:jfr:ijhe11:v:8:y:2019:i:5:p:221
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    References listed on IDEAS

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    1. Mohammad Reza Ahmadi & Hairul Nizam Ismail & Muhammad Kamarul Kabilan Abdullah, 2013. "The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 6(10), pages 235-235, October.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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