An Assessment of the Metacognitive Knowledge of Botswana ESL University Student Writers

Autor/in	Magogwe, Joel M.
Titel	An Assessment of the Metacognitive Knowledge of Botswana ESL University Student Writers
Quelle	In: Educational Research and Reviews, 8 (2013) 21, S.1988-1995 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	English (Second Language); Second Language Learning; Foreign Countries; Metacognition; Questionnaires; Writing Instruction; Advanced Courses; Correlation; Qualitative Research; Statistical Analysis; Inferences; Writing Skills; Audience Awareness; Grammar; Creativity; College Students; Student Attitudes; Botswana + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fragebogen; Schreibunterricht; Fortgeschrittenenunterricht; Korrelation; Qualitative Forschung; Statistische Analyse; Inference; Inferenz; Writing skill; Schreibfertigkeit; Grammatik; Kreativität; Collegestudent; Schülerverhalten
Abstract	This research explored metacognitive knowledge of the University of Botswana (UB) students taking the Advanced Writing Skills course, and related this knowledge to their writing performance. The specific objectives of this study were: (a) To explore the metacognitive knowledge of the Botswana students taking the Advanced Writing Skills (GEC 211) course; (b) To examine the relationship between the metacognitive knowledge of the students and their writing performance. Data for this study were collected using two questionnaires: The Biographic Information Questionnaire and the Metacognitive Style Questionnaire adapted from the instrument used by Kasper. Data were analysed both quantitatively and qualitatively. The quantitative data were analysed descriptively by calculating means and standard deviations of the autobiography, task and strategy variables of the metacognitive questionnaire. It was also analysed inferentially using two-tailed ANOVA to test for significant difference between the means. Qualitative data were analysed to look for common patterns between the students' responses and to see whether the data supported the statistical data. The results showed that the UB Advanced Writing Skills of students had moderate metacognitive knowledge and that they tended to focus more on the linguistic aspect of writing rather than on communicating with the audience. For that reason they fell short of being effective writers. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10