Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation
The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill and their intrinsic motivation. To follow this goal, three research questions were designed and proposed. The questions sought to explore the impact of using metacog...
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| Publicado en: | Apuntes Universitarios |
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| Autores principales: | , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2020
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| _version_ | 1881695021327974400 |
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| author | Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry |
| author_browse | Akbarzadeh, Mahdieh Haddad Narafshan, Mehry Tajadini, Massoud |
| author_facet | Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry |
| author_sort | Akbarzadeh, Mahdieh |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill and their intrinsic motivation. To follow this goal, three research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners and also to know if any meaningful relationship could be observed between the learners’ writing development and their intrinsic motivation. To these goals, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners. Moreover, the writing motivation of the learners significantly increased. Finally, meaningful relationship could be observed between the writing levels and the motivation orientation of the learners. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/504 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/5042020-09-03T00:10:28Z Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation Instrucción de concienciación metacognitiva: un estudio de método mixto sobre el desarrollo de escritura y la motivación intrínseca de los estudiantes de EFL de la escuela secundaria Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry metacognitive awareness, writing, intrinsic motivation, EFL. conciencia metacognitiva, escritura, motivación intrínseca, EFL. The goal of this study was to investigate the impact of using metacognitive awareness instruction (MAI) on EFL learners’ writing skill and their intrinsic motivation. To follow this goal, three research questions were designed and proposed. The questions sought to explore the impact of using metacognitive awareness instruction on the writing performance of the learners and also to know if any meaningful relationship could be observed between the learners’ writing development and their intrinsic motivation. To these goals, two groups of high school EFL learners established the participants of the study. To collect the data of the study, three instruments were used: a test of homogenization, pre and post writing tests and finally intrinsic motivation questionnaire developed and examined by (Renee Payne, 2007). The achievements of the study indicated the positive impact of using MAI on the writing improvement of the learners. Moreover, the writing motivation of the learners significantly increased. Finally, meaningful relationship could be observed between the writing levels and the motivation orientation of the learners. El objetivo de este estudio fue investigar el impacto del uso de la instrucción de conciencia metacognitiva (MAI) en la habilidad de escritura de los estudiantes de EFL y su motivación intrínseca. Para seguir este objetivo, se diseñaron y propusieron tres preguntas de investigación. Las preguntas buscaban explorar el impacto del uso de la instrucción de conciencia metacognitiva en el desempeño de la escritura de los alumnos y también saber si se podía observar alguna relación significativa entre el desarrollo de la escritura de los alumnos y su motivación intrínseca. Para alcanzar estos objetivos, dos grupos de estudiantes de EFL de secundaria establecieron a los participantes del estudio. Para recopilar los datos del estudio, se utilizaron tres instrumentos: una prueba de homogeneización, pruebas previas y posteriores a la escritura y finalmente un cuestionario de motivación intrínseca desarrollado y examinado por (Payne, 2007). Los logros del estudio indicaron el impacto positivo del uso de MAI en la mejora de la escritura de los alumnos. Además, la motivación escrita de los alumnos aumentó significativamente. Finalmente, se pudo observar una relación significativa entre los niveles de escritura y la orientación de motivación de los alumnos. Universidad Peruana Unión 2020-08-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/504 10.17162/au.v10i4.504 Apuntes Universitarios; Vol. 10 Núm. 4 (2020): Revista de Investigación Apuntes Universitarios; 189 - 202 2304-0335 2225-7136 10.17162/au.v4i10 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/504/593 https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/504/594 Derechos de autor 2020 Mahdieh Akbarzadeh, Massoud Tajadini, Mehry Haddad Narafshan https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | metacognitive awareness, writing, intrinsic motivation, EFL. conciencia metacognitiva, escritura, motivación intrínseca, EFL. Akbarzadeh, Mahdieh Tajadini, Massoud Haddad Narafshan, Mehry Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title | Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title_alt | Instrucción de concienciación metacognitiva: un estudio de método mixto sobre el desarrollo de escritura y la motivación intrínseca de los estudiantes de EFL de la escuela secundaria |
| title_full | Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title_fullStr | Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title_full_unstemmed | Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title_short | Metacognitive awareness instruction: a mixed method study on high school EFL learners’ writing development and intrinsic motivation |
| title_sort | metacognitive awareness instruction a mixed method study on high school efl learners writing development and intrinsic motivation |
| topic | metacognitive awareness, writing, intrinsic motivation, EFL. conciencia metacognitiva, escritura, motivación intrínseca, EFL. |
| topic_facet | metacognitive awareness, writing, intrinsic motivation, EFL. conciencia metacognitiva, escritura, motivación intrínseca, EFL. |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/504 |
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