To become more robust and independent writers, metacognitive awareness is necessary to bridge the divide between cognitive and emotional factors that make it difficult for university students to complete academic writing. However, a few university EFL learners are unfamiliar with or have never used metacognitive strategies in their academic writing learning environments. Therefore, it will be simple for them to lose interest in improving their academic writing abilities, resulting in an earlier stopping of academic writing instruction. Thus, this study investigates master students' metacognitive awareness, including metacognitive knowledge in EFL academic writing, specifically in writing research proposals. Further, this qualitative case study used interviews and document analysis to collect data. The data were analysed thematically using the framework of metacognitive knowledge proposed by Flavell (1979), Hacker et al. (2009), and Railean et al. (2017). The findings revealed that the participant used metacognitive knowledge, including procedural, conditional, and declarative knowledge, during the writing process. The participant employed several strategies, maximised her strength to overcome the weaknesses along with the challenge, and felt satisfied with the writing quality when using metacognitive knowledge. Further, it is expected that the findings of this study can be beneficial in filling the gap in the literature related to metacognitive knowledge in EFL academic writing in final-year master's students' contexts.

Authors:
Raniah Mardiant, Universitas Pendidikan Indonesia, Indonesia

About the Presenter(s)
Ms Raniah Mardiant is a University Postgraduate Student at Universitas Pendidikan Indonesia in Indonesia

See this presentation on the full schedule – Saturday Schedule

Bookmark