Integrated Practice of Metacognitive Strategies And Second Language Writing

Authors

DOI:

https://doi.org/10.52634/mier/2021/v11/i1/1752

Keywords:

Writing Skill, Metacognitive Strategies, Integrated Writing Practice

Abstract

Writing is a cardinal skill for effective communication practised extensively from primary education, but the students are not exhibiting adequate writing proficiency in their higher education and at their workplace. This experimental study focuses on enhancing the students’ writing skills by promoting metacognitive strategies in the classroom. The participants of this study are 51 pre-final year Diploma students belonging to the Department of Instrumentation and Control Engineering of an autonomous polytechnic institute in Tamil Nadu. The teacher-researcher has facilitated students’ cognizance with metacognitive strategies employed in the writing tasks administered during the course. The results have exhibited improvement apropos of coherence and unity in the students’ writing skill. It implies the indispensable role of metacognitive strategies in developing the capacity of the learners’ strategic thinking and guiding them to plan, progress, and process their writing into a coherent text.

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Published

2021-05-15

How to Cite

Sethuraman, M., & Radhakrishnan, G. (2021). Integrated Practice of Metacognitive Strategies And Second Language Writing. MIER Journal of Educational Studies Trends and Practices, 11(1), 118–136. https://doi.org/10.52634/mier/2021/v11/i1/1752

Issue

Volume 11, Issue 1, May 2021

Section

Articles

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The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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