Using metacognition training in improving business writing: a case study of efl tertiary students in Thailand
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2018
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eng
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164 leaves
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b203165
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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National Institute of Development Administration. Library and Information Center
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Natrada Tiyaphorn (2018). Using metacognition training in improving business writing: a case study of efl tertiary students in Thailand. Retrieved from: https://repository.nida.ac.th/handle/662723737/6100.
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Using metacognition training in improving business writing: a case study of efl tertiary students in Thailand
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Abstract
This study applied a mixed research approach to investigate the extent to
which metacognition training could develop students’ writing skills. The student
participants were a group of third-year university students majoring in Business
English, Faculty of Arts who enrolled in the Business Communication in English II
course. They were grouped into experimental and control groups. For the
experimental group, the metacognition training was conducted as an intervention in
teaching business writing. The pretest and posttest writing scores of both groups were
analyzed to find the significant difference between groups in the three component
scores of the writing tests; i.e., relevance and adequacy of content, compositional
organization, and cohesion. In addition, four students from the experimental group
were selected based on their pretest scores to represent two high and two low
proficient writers to participate in three retrospective interviews. Each interview was
conducted when the participants finished each writing task. Qualitative data from the
retrospective interviews before, during, and after metacognition training with the high
and low proficient writers were analyzed to find the development of person, task, and
strategic knowledge. The results showed that a significant difference between the two
groups exists but only in the mean scores of posttests’ relevance and the adequacy of
content component. The retrospective interviews revealed that both high and low
proficient students could be developed, though the high proficient writers showed
more evidence of development. Moreover, the teacher’s diary was used to reflect the
effectiveness and limitations of the metacognition training. The data revealed that even though the pre-designed writing tasks used in the metacognition training helped develop students’ metacognitive knowledge and strategies, administering the embedded training into a normal classroom required considerable time. Consequently, the low proficient students were not able to develop metacognition effectively. The research results contribute to the understanding of writing skills development through metacognition training in addition to language teaching. EFL teachers need to be aware that metacognition is important for effective writing and they should provide sufficient time to help the students develop metacognitive knowledge and strategies for writing.
effectiveness and limitations of the metacognition training. The data revealed that even though the pre-designed writing tasks used in the metacognition training helped develop students’ metacognitive knowledge and strategies, administering the embedded training into a normal classroom required considerable time. Consequently, the low proficient students were not able to develop metacognition effectively. The research results contribute to the understanding of writing skills development through metacognition training in addition to language teaching. EFL teachers need to be aware that metacognition is important for effective writing and they should provide sufficient time to help the students develop metacognitive knowledge and strategies for writing.
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Thesis (Ph.D. (Language and Communication))--National Institute of Development Administration, 2018