Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan

One of the most important abilities for attaining language proficiency is the ability to write. Previous studies have revealed that Pakistani English as a second language (ESL) students faced a number of writing issues. Nonetheless, there are few studies in Pakistan on the impact of metacognitive st...

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Main Author:	Durrani, Hina
Format:	Thesis
Language:	eng eng eng
Published:	2022
Subjects:	L Education (General)
Online Access:	https://etd.uum.edu.my/10486/1/permission%20to%20deposit-not%20allow-903613.pdf https://etd.uum.edu.my/10486/2/s903613_01.pdf https://etd.uum.edu.my/10486/3/s903613_02.pdf
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id	my-uum-etd.10486
record_format	uketd_dc
spelling	my-uum-etd.104862023-04-10T01:12:50Z Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan 2022 Durrani, Hina Mohd. Nordin, Nur Rasyidah Saad, Norma Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Art & Sciences L Education (General) P Philology. Linguistics One of the most important abilities for attaining language proficiency is the ability to write. Previous studies have revealed that Pakistani English as a second language (ESL) students faced a number of writing issues. Nonetheless, there are few studies in Pakistan on the impact of metacognitive strategies on academic writing since researchers have been emphasizing on the impact of metacognitive strategies on reading and listening, as well as the relevance of language learning strategies. The current study aimed to investigate the impact of metacognitive learning strategies on writing skills and the effect of metacognitive intervention on content and organization, unity and coherence, and grammar of ESL undergraduate learners’ writings in Baluchistan, Pakistan. It also explored the attitudes and beliefs of tertiary students towards using metacognitive learning strategies in their English writing. The research employed a mixed method i.e. quantitative and qualitative. In terms of quantitative method, the study used quasi experimental design in which two intact groups of ESL undergraduates participated in metacognitive strategic intervention. The intervention included 8 training sessions i.e., 3 hours per session. Data were collected through a pre and post-training writing task and questionnaire with a five-point Likert scale. The data was analyzed through statistical analysis SPSS version 23. Whereas, qualitative data were collected through semi-structured interviews. Data was analyzed according to Flowers’ and Hayes (1980) theory. The results of the study revealed that the degree of metacognitive strategic awareness was low among the participants in the two groups of the study. The metacognitive strategic intervention was found to be significantly effective and assisted the students in experimental group to increase their metacognitive knowledge, improve their content and organization, unity and coherence, and grammar, and enhance their academic writing. The results also demonstrate that the metacognitive strategic intervention has a significant effect on the participant’s performance in becoming better writers. The qualitative results indicated that the students have a positive attitude towards learning strategies and belief that it is better for students to focus more on metacognitive strategies which help them to write efficiently. Therefore, the results of the study demonstrate that the metacognitive strategic intervention emerged to have a significant effect on the participant’s performance in becoming better writers. This study implies that teaching metacognitive strategies play a significant role in enhancing ESL undergraduate learners’ writing skills and improving their content and organization, unity and coherence, and grammar knowledge. Therefore, teachers can use this strategy in teaching to help students improve their writing skills. 2022 Thesis https://etd.uum.edu.my/10486/ https://etd.uum.edu.my/10486/1/permission%20to%20deposit-not%20allow-903613.pdf text eng staffonly https://etd.uum.edu.my/10486/2/s903613_01.pdf text eng staffonly https://etd.uum.edu.my/10486/3/s903613_02.pdf text eng staffonly other doctoral Universiti Utara Malaysia
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng eng
advisor	Mohd. Nordin, Nur Rasyidah Saad, Norma
topic	L Education (General) L Education (General)
spellingShingle	L Education (General) L Education (General) Durrani, Hina Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
description	One of the most important abilities for attaining language proficiency is the ability to write. Previous studies have revealed that Pakistani English as a second language (ESL) students faced a number of writing issues. Nonetheless, there are few studies in Pakistan on the impact of metacognitive strategies on academic writing since researchers have been emphasizing on the impact of metacognitive strategies on reading and listening, as well as the relevance of language learning strategies. The current study aimed to investigate the impact of metacognitive learning strategies on writing skills and the effect of metacognitive intervention on content and organization, unity and coherence, and grammar of ESL undergraduate learners’ writings in Baluchistan, Pakistan. It also explored the attitudes and beliefs of tertiary students towards using metacognitive learning strategies in their English writing. The research employed a mixed method i.e. quantitative and qualitative. In terms of quantitative method, the study used quasi experimental design in which two intact groups of ESL undergraduates participated in metacognitive strategic intervention. The intervention included 8 training sessions i.e., 3 hours per session. Data were collected through a pre and post-training writing task and questionnaire with a five-point Likert scale. The data was analyzed through statistical analysis SPSS version 23. Whereas, qualitative data were collected through semi-structured interviews. Data was analyzed according to Flowers’ and Hayes (1980) theory. The results of the study revealed that the degree of metacognitive strategic awareness was low among the participants in the two groups of the study. The metacognitive strategic intervention was found to be significantly effective and assisted the students in experimental group to increase their metacognitive knowledge, improve their content and organization, unity and coherence, and grammar, and enhance their academic writing. The results also demonstrate that the metacognitive strategic intervention has a significant effect on the participant’s performance in becoming better writers. The qualitative results indicated that the students have a positive attitude towards learning strategies and belief that it is better for students to focus more on metacognitive strategies which help them to write efficiently. Therefore, the results of the study demonstrate that the metacognitive strategic intervention emerged to have a significant effect on the participant’s performance in becoming better writers. This study implies that teaching metacognitive strategies play a significant role in enhancing ESL undergraduate learners’ writing skills and improving their content and organization, unity and coherence, and grammar knowledge. Therefore, teachers can use this strategy in teaching to help students improve their writing skills.
format	Thesis
qualification_name	other
qualification_level	Doctorate
author	Durrani, Hina
author_facet	Durrani, Hina
author_sort	Durrani, Hina
title	Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
title_short	Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
title_full	Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
title_fullStr	Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
title_full_unstemmed	Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan
title_sort	investigating the impact of metacognitive learning strategies on esl learners’ writing skills in pakistan
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2022
url	https://etd.uum.edu.my/10486/1/permission%20to%20deposit-not%20allow-903613.pdf https://etd.uum.edu.my/10486/2/s903613_01.pdf https://etd.uum.edu.my/10486/3/s903613_02.pdf
_version_	1776103827225706496

Investigating the impact of metacognitive learning strategies on ESL learners’ writing skills in Pakistan

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