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The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction

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Title: The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction
Language: English
Authors: Sumarno, Wahyu Kyestiati (ORCID 0000-0001-8516-5151), Kusumaningrum, Widya Ratna (ORCID 0000-0001-6816-7956), Nurhayati, Eli (ORCID 0000-0003-4329-3977)
Source: Journal of Language and Linguistic Studies. 2022 18(1):523-536.
Availability: Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Process Approach (Writing), Writing Processes, Correlation, Second Language Learning, Second Language Instruction, English (Second Language), Measures (Individuals), Writing Skills, Teaching Methods, Writing Instruction, Lesson Plans, Academic Language, Undergraduate Students, Foreign Countries
Geographic Terms: Indonesia
ISSN: 1305-578X
Abstract: This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the students' metacognitive awareness, and a writing rubric to assess the students' academic writing skills. Quantitative analysis by using Pearson Correlation test and Multiple Regression test were employed to check the correlation, and its strength and direction, respectively. The results demonstrated that there was a significant and unidirectional correlation between metacognition and writing skills. Furthermore, it was noted that knowledge about cognition and regulation of cognition together affect the English writing skills with an influence level of up to 41.7%, and each variable of the two parameters gave a great influence on the English writing skills up to 82, 2%. These findings indicated that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. Pedagogical implication lies in the better understanding of metacognition that will help writing teachers to be supportive and encourage them to develop lesson plans which accommodate this notion.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1325754
Database: ERIC
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  Data: The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction
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  Data: <searchLink fieldCode="AR" term="%22Sumarno%2C+Wahyu+Kyestiati%22">Sumarno, Wahyu Kyestiati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8516-5151">0000-0001-8516-5151</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kusumaningrum%2C+Widya+Ratna%22">Kusumaningrum, Widya Ratna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6816-7956">0000-0001-6816-7956</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nurhayati%2C+Eli%22">Nurhayati, Eli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4329-3977">0000-0003-4329-3977</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Language+and+Linguistic+Studies%22"><i>Journal of Language and Linguistic Studies</i></searchLink>. 2022 18(1):523-536.
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  Data: Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
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  Data: 14
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  Data: 2022
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  Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Process+Approach+%28Writing%29%22">Process Approach (Writing)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: This current study investigated the correlation between the students' writing skills and each variable of metacognitive parameters, i.e. knowledge about cognition and regulation of cognition. We also examined the power of the correlation and its direction. We distributed Metacognitive Awareness Inventory for a comprehensive evaluation of the students' metacognitive awareness, and a writing rubric to assess the students' academic writing skills. Quantitative analysis by using Pearson Correlation test and Multiple Regression test were employed to check the correlation, and its strength and direction, respectively. The results demonstrated that there was a significant and unidirectional correlation between metacognition and writing skills. Furthermore, it was noted that knowledge about cognition and regulation of cognition together affect the English writing skills with an influence level of up to 41.7%, and each variable of the two parameters gave a great influence on the English writing skills up to 82, 2%. These findings indicated that a student with good metacognitive skills will have good self-regulated learning skills, which enable him to establish reasonable writing goals, plan and strategies, which as a consequence, will improve his writing skills. Pedagogical implication lies in the better understanding of metacognition that will help writing teachers to be supportive and encourage them to develop lesson plans which accommodate this notion.
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  Data: As Provided
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  Data: 2022
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  Data: EJ1325754
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 523
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Process Approach (Writing)
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Writing Instruction
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Academic Language
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: The Effects of Knowledge and Regulation of Cognition on the Students' Writing Skills in a Metacognitive Process-Oriented Writing Instruction
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