Jirapa AbhakornNatrada Tiyaphorn2022-11-252022-11-252018https://repository.nida.ac.th/handle/662723737/6100Thesis (Ph.D. (Language and Communication))--National Institute of Development Administration, 2018This 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 theeffectiveness 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.164 leavesapplication/pdfengThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Metacognitiontext--thesis--doctoral thesis10.14457/NIDA.the.2018.89