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All Journal ELT Forum: Journal of English Language Teaching Journal Of English Language and Education
Yong, Mei Fung
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Undergraduates' use of metacognitive strategies in a PBL writing process Aliyu, Muhammad Mukhtar; Yong, Mei Fung
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.40789

Abstract

This study examines the use of metacognitive strategies in undergraduates' PBL writing process. The participants of the study are 18 second-year undergraduates in an intact class of Advanced Composition in a university in North-eastern Nigeria. Data for the study were collected through audio and video recordings of the participants' interactions in the PBL process. The findings of the study showed the PBL allowed the participants to effectively use metacognitive strategies: planning, monitoring, and evaluation in various ways to achieve their writing goals. For the planning process, the participants made an overall plan of their writing process, generated various ideas, retrieved their rhetorical and linguistic knowledge, and made decisions on what and how to present ideas in their writing. For monitoring, they kept track of the transition of ideas and paragraphs in their writing and identify and remedy problems that affect the writing progress. For evaluation, they evaluated the content, organisation, and language of their writing. The paper makes some recommendations for teachers to assist students in the use of metacognitive strategies which eventually improve their writing skills.
Undergraduates' use of metacognitive strategies in a PBL writing process Aliyu, Muhammad Mukhtar; Yong, Mei Fung
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.40789

Abstract

This study examines the use of metacognitive strategies in undergraduates' PBL writing process. The participants of the study are 18 second-year undergraduates in an intact class of Advanced Composition in a university in North-eastern Nigeria. Data for the study were collected through audio and video recordings of the participants' interactions in the PBL process. The findings of the study showed the PBL allowed the participants to effectively use metacognitive strategies: planning, monitoring, and evaluation in various ways to achieve their writing goals. For the planning process, the participants made an overall plan of their writing process, generated various ideas, retrieved their rhetorical and linguistic knowledge, and made decisions on what and how to present ideas in their writing. For monitoring, they kept track of the transition of ideas and paragraphs in their writing and identify and remedy problems that affect the writing progress. For evaluation, they evaluated the content, organisation, and language of their writing. The paper makes some recommendations for teachers to assist students in the use of metacognitive strategies which eventually improve their writing skills.
Tutor facilitation in a PBL writing classroom through face-to-face group interactions Aliyu, Muhammad Mukhtar; Yong, Mei Fung
(JELE) Journal Of English Language and Education Vol 5 No 1 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.501 KB) | DOI: 10.26486/jele.v5i1.741

Abstract

Proficiency in writing in English has been a very important skill for undergraduates especially English as second language learners (ESL). However, it is the most challenging language skill to be acquired by the students not only in second (L2) or foreign language (FL) but also in the first language (L1). This is due to its complexity. Some scholars describe writing as a cognitive and social process. Various studies have been conducted on how to improve students’ writing skills. It is shown that supporting students in a writing process enhances their writing skills. For example, teachers are expected to give cognitive and social supports to students to allow them to improve their writing. This study reveals the strategies used by tutors in facilitating students’ writing process in a problem-based learning environment (PBL) through face-to-face group interactions. is one of the social media platforms found interesting and used by most of the students to interact with one another in and out of the school environment. It is used to provide social support to the students. An intact class of 18 second-year students in an English Composition course in Nigeria was selected in the study. The students were provided with a guide by tutors during the PBL writing process. Two tutors facilitated the students’ writing process in the PBL process. Tutor facilitation is one of the major components that facilitate meaningful learning in PBL. This is because, without proper guidance, students would end up in unfocused learning. Data were obtained through audio- and video-recording of students’ face-to-face interactions chats. The findings showed that the PBL tutors used various strategies to facilitate the participants’ writing such as open-ended questioning, metacognitive questioning, pushing students for an explanation, revoicing, summarizing, and generating/evaluating hypotheses. The support provided by the tutors helped the students to improve their writing. The findings of the study suggest some ways for teachers to improve students writing skills.
Co-Authors Aliyu, Muhammad Mukhtar