Developing Undergraduates’ Awareness of Metacognitive Knowledge in Writing Through Problem-based Learning
Abstract
Keywords
Full Text:
PDFReferences
Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL Reporter, 40(1), 35-48.
Barrows, H. S. (2002). Is it truly possible to have such a thing as dPBL? Distance Education, 23 (1), 119 -122.
Bitchener, J., & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes, 5(1), 4-18.
Bodunde, H. A., & Sotiloye, B. S. (2013). A critique of undergraduate students’ writing skill in an ESL setting: Samples from the Federal University of Agriculture, Abeokuta, Nigeria. World Journal of English Language, 3(2), 10–21.
Bigelow, J.D. (2004). Using problem-based learning to develop skills in solving unstructured problems. Journal of Management Education, 28(5), 591-609.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 1-16.
Downing, K., Kwong, T., Chan, S. W., Lam, T. F., & Downing, W. K. (2009). Problem-based learning and the development of metacognition. Higher Education, 57(5), 609-621.
Graham, S., & Harris, K. R. (2009). Evidence-based writing practices: Drawing recommendations from multiple sources. British Journal of Educational Psychology, 6, 95-111.
Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies instruction in writing. In H. S. Waters, & W. Scheneider (Eds.), Metacognition, strategy use, and instruction (pp. 226-256). New York: The Guilford Press.
Kasper, L. F. (1997). Assessing the metacognitive growth of ESL student writers. Teaching English as a Second or Foreign Language, 3(1), 1-20.
Kim, S. H. (2013). Metacognitive knowledge in second langauge writing. Unpublished Ph.D. thesis, Michigan State University.
Mardziah H. Abdullah. (1998). Problem-based learning in language instruction : A constructivist model. ERIC Clearinghouse on Reading English and Communication Bloomington, 1–6.
Mardziah H. Abdullah, & Tan, B. H. (2008). Wired together : Collaborative problem-based language learning in an online forum. Malaysia Journal of ELT Research 4, 54–71.
Mayers, A. (2013). Introduction to statistics and SPSS in psychology. Harlow: Pearson.
Mu, C. (2005). A taxonomy of ESL writing strategies. In proceedings of redesigning pedagogy: Research, policy, practice (pp. 1-10). Singapore.
Muodumogu, C. A., & Unwaha, C. O. (2013). Improving students’ achievement in essay writing: What will be the impact of mini-lesson strategy? Global Advanced Research Journal of Arts and Humanities, 2(6), 111-120.
Norzaini Azman, & Shin, L. K. (2012). Problem-based learning in English for a second language classroom: Students’ perspectives, The International Journal of Learning, 18 (6), 109-126.
Paltridge, B. (2004). Academic writing. Language Teaching, 37 (2), 87–105.
Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2014). A qualitative study into L2 writing strategies of university students. English Language Teaching, 7(11), 39-45.
Ruan, Z. (2005). A metacognitive perspective on the growth of self-regulated EFL student writers. Reading Working Papers in Linguistics, 8, 175-202.
Tosun, C., & Senocak, E. (2013). The effects of problem-based learning on metacognitive awareness and attitudes toward chemistry of prospective teachers with different academic backgrounds. Australian Journal of Teacher Education, 38(3), 60-73.
Tsai, H. M. (2009). Examining metacognitive performance between skilled and unskilled writers in an integrated EFL writing class. Proceedings of the 26th International Conference on English Teaching and Learning in the (pp. 678-689) Republic of China.
Wei, Z., Shang, H., & Briody, P. (2012). The Relationship between English writing ability levels and EFL learners’ metacognitive behaviour in the writing process. International Journal of Academic Research in Progressive Education and Development, 1(4), 154-180.
Wenden, A. L. (1998). Metacognitive knowledge and language. Applied Linguistics, 19 (4), 515–537.
Wilkerson, L. A., & Gijselaers, W. H. (Eds). (1996). Bringing problem-based learning to higher education: Theory and practice. San Francisco, CA: Jossey-Bass.
Wong, B. Y. L. (1999). Metacognition in writing. In R. Gallimore, L. P. Bemheimer, D. L. MacMillan, D. L. Speece, & S. Vauughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp.183-198). Mahwah, NJ: Erlbaum.
Xiao, Y. (2007). Applying metacognition in EFL writing instruction in China. Reflections on English Teaching, 6, 19-33.
Xinghua, L. (2010). An investigation of Chinese university EFL learners’ knowledge about writing. Language Studies Working Papers, 2, 51-63.
Yanyan, Z. (2010). Investigating the role of metacognitive knowledge. Papers in Applied Linguistics, 14, 25-46.
Yuan, H., Kunaviktikul, W., Klunklin, A., & Williams, B. A. (2008). Improvement of nursing students’ critical thinking skills through problem-based learning in the People’s Republic of China: A quasi-experimental study. Nursing and Health Sciences, 10, 70-76.
DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.7p.233
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.