Browsing by Author "BENSELAMA Nesrine . SAADIA Houria, Pr.BAGHDADI Assia"

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    The Effect of Metacognitive Strategies Awareness on EFL Students' Writing Performance: A Case Study of First-Year Students at Abimezrag Elmokrani Secondary School-Bou Saada.
    (université mohamed boudiaf .m'sila, 2023-06) BENSELAMA Nesrine . SAADIA Houria, Pr.BAGHDADI Assia
    Abstract The traditional approach to language teaching has often focused on transmitting knowledge and teaching skills, without emphasizing the importance of teaching learners how to learn . Learners are expected to acquire the language through instruction and practice, but they may not be explicitly taught how to develop their own learning strategies or how to become more self- directed in their language learning. By the notion of learner-centred approaches , Learner training in second or foreign language teaching has emerged which involves a variety of activities, such as teaching learners how to set goals, how to use learning strategies effectively, and how to monitor their own learning progress . According to the interesting fact of what we mentioned , we are conducting this study to investigate the effect of metacognitive strategies awareness on students' writing outcomes . The study involved a group of four (04) English teachers who actively participate in providing data based on a perceptions’ questionnaire to know their attitudes toward the concept of our topic , and fourty-four (44) first year students of Abimezrag Elmokrani secondary school who were randomly assigned to either an experimental group or a control group. The experimental group received instruction on metacognitive strategies for writing, while the control group did not. Both groups were then given a pre/post writing test, and their writing samples were analyzed for quality and effectiveness. The results of the study indicate that students who received instruction on metacognitive strategies for writing showed significant improvement in the quality and effectiveness of their writing compared to the control group. Specifically, the experimental group demonstrated greater awareness of their writing process, including planning, monitoring, and revising their work. They also demonstrated greater ability to self-assess their writing and make improvements based on feedback. These findings suggest that instruction on metacognitive strategies can be an effective approach for improving students' writing. By increasing students' awareness of their own thinking and learning processes, instructors can help students become more effective writers. Further research is needed to explore the long-term effects of metacognitive strategy instruction on writing ability and to identify the most effective ways to incorporate this approach into writing instruction