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p-Index From 2021 - 2026
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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Language, Technology, and Social Media
Evi Fitri Aglina
State Islamic University Of Raden Intan
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Correlation between Students’ Metacognitive Awareness and Their Anxiety in Writing Performance Aglina, Evi Fitri; Rohmatillah, Rohmatillah; Syamsiah, Nur
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 1 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i1.6594

Abstract

The aim of this study is to verify the relationship between students’ metacognitive awareness and their writing anxiety. The researchers used descriptive statistics and the Pearson’s correlation coefficient to find out the relation. Data were collected by distributing two questionnaires, Metacognitive Awareness Inventory (MAI) and Second Language Writing Anxiety Inventory (SLWAI) to 27 students who were at intermediate level and taking Academic Writing subject in English Department of State Islamic University of Raden Intan Lampung. The data were analyzed using SPSS. From the results, itrevealed that there was a significant correlation between students’ metacognitive awareness and their writing anxiety. The finding proved that Metacognitive awareness played a necessary role in increasing students’ writing performance by reducing the anxious feeling in the writing activities
Metacognitive Awareness in English Language Learning: A Systematic Review Across Listening, Speaking, Reading, and Writing Skills Evi Fitri Aglina; Patuan Raja; Muhammad Fuad; Budi Kadaryanto
Language, Technology, and Social Media Vol. 4 No. 2 (2026): April–June 2026
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.3026-7196.447

Abstract

Metacognitive awareness is widely associated with successful English language learning, yet empirical findings across listening, speaking, reading, and writing remain dispersed across different contexts, instruments, and instructional designs. This review synthesizes evidence on how metacognitive awareness contributes to four English language skills and how classroom and technology-mediated environments can support strategy instruction. A systematic literature review design was employed by searching Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, and Google Scholar for studies on metacognition, metacognitive strategy instruction, self-regulated learning, and English skill development. Ninety-eight records were identified; 61 focused on language learning, and 38 empirical studies were retained for skill-level synthesis after screening, eligibility checking, and quality appraisal. The evidence indicates that metacognitive awareness positively supports all four skills, but the strongest and most consistent support appears in reading and listening, where planning, monitoring, directed attention, problem solving, and evaluation directly regulate comprehension. Evidence for speaking and writing is also positive but more context-dependent because productive skills require learners to coordinate linguistic knowledge, task demands, anxiety, fluency, genre awareness, feedback, and revision. The review concludes that metacognitive awareness should be taught as an integrated, cross-skill competence rather than as isolated strategy training.
Co-Authors Bambang Setiyadi Budi Kadaryanto Feni Munifatullah Muhammad Fuad Nur Syamsiah Nur Syamsiah, Nur Patuan Raja Rohmatillah