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The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education

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  • Erkan Cer

Abstract

The purpose of this study was to investigate the effect of the “knowledge of cognition†and “regulation of cognition,†which are processes of the metacognitive strategy for improving learners’ writing skills. The working group for the present study, in which a sequential explanatory design was employed, included 44 pupils (21 control, 23 experimental) at a private secondary school. The pupils in the experimental group were instructed in metacognitive strategy-based writing practices, whereas the pupils in the control group were instructed in traditional writing practices. The results revealed that it is necessary to effectively use the metacognitive strategy in learning and teaching to improve writing skills. Further experimental research is recommended to determine, using various scales, whether the metacognitive strategy influences writing skills.

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  • Erkan Cer, 2019. "The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education," SAGE Open, , vol. 9(2), pages 21582440198, April.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:2:p:2158244019842681
    DOI: 10.1177/2158244019842681
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    References listed on IDEAS

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    1. Josep L. Carrasco & Lluís Jover, 2003. "Estimating the Generalized Concordance Correlation Coefficient through Variance Components," Biometrics, The International Biometric Society, vol. 59(4), pages 849-858, December.
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    Cited by:

    1. Ana Margarida Veiga-Simão & Sofia Oliveira & Janete Silva-Moreira & Maria Itália Temudo, 2022. "Assessing the Efficacy and Social Validity of CriaTivo, a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education," SAGE Open, , vol. 12(3), pages 21582440221, August.
    2. Barayuga, Kaith Angelique M. & Andrade, Julius N. & Bagatnan, Kyle Harvey P. & Cabanting, Frenchy M. & Chanco, Joannah Nina R. & Catiempo, Aye Gee T. & Intong, Christines Mae & Montera, Rhey Ann & Per, 2024. "Writing Skills of Senior High School Students: A Basis for Intervention Program," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 2890-2894, April.
    3. Ai-hua Chen, 2022. "The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development," English Language Teaching, Canadian Center of Science and Education, vol. 15(3), pages 1-29, March.
    4. Isaac Kazungu, 2023. "Business Development Services and Participation of Rural-Based Micro Enterprises in Export Markets: Exploring the Heterogeneity of the Tanzanian Handicrafts Industry," SAGE Open, , vol. 13(4), pages 21582440231, November.
    5. Saleh Alharthi, 2021. "From Instructed Writing to Free-Writing: A Study of EFL Learners," SAGE Open, , vol. 11(1), pages 21582440211, March.

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