Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study
<p>This study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who to...
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| Format: | Article |
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Islamic Azad University, Tabriz Branch
2024-05-01
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| Series: | Journal of Applied Linguistics |
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| Online Access: | https://sanad.iau.ir/journal/jal/Article/961275 |
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| author | Masomeh Aghaalikhani Karim Nazari Bagha Shima Ahmadi Azad |
| author_facet | Masomeh Aghaalikhani Karim Nazari Bagha Shima Ahmadi Azad |
| author_sort | Masomeh Aghaalikhani |
| collection | DOAJ |
| description | <p>This study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who took academic writing course at Islamic Azad University, Tehran and Alborz branches. To homogenize the sample, Oxford placement test (OPT) was administered, and based on its results, 75 advanced learners were selected for the purpose of the study. After that, they were divided into 3 groups, namely the experimental group A (scaffolding genre knowledge), the experimental group B (metacognitive strategy use), and the control group. IELTS academic writing task 2 was administered as the pretest and posttest. The treatments lasted for 16 sessions. To explore the learners’ perceptions regarding the instructions qualitatively, the semi-structured individual interviews were administered to 20 students who were chosen from the experimental groups. The results showed that scaffolding genre knowledge and metacognitive strategy use had significant impacts on the Iranian EFL learners’ academic writing skill. In addition, the findings indicated that there was a significant difference between the effects of scaffolding genre knowledge and metacognitive strategy use on the Iranian EFL academic writing skill in which scaffolding genre knowledge had more significant effects on Iranian EFL academic writing skill than metacognitive strategy use. Furthermore, the qualitative findings showed that the learners adopted positive views towards scaffolding genre knowledge and metacognitive strategy use in developing their academic writing skill.</p> |
| format | Article |
| id | doaj-art-e298dda5801a4a278de34cda4f72ec55 |
| institution | DOAJ |
| issn | 2008-8434 2538-1695 |
| language | English |
| publishDate | 2024-05-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of Applied Linguistics |
| spelling | doaj-art-e298dda5801a4a278de34cda4f72ec552025-08-20T02:57:48ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952024-05-0116334465Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods StudyMasomeh Aghaalikhani0Karim Nazari Bagha1Shima Ahmadi Azad2English Language Department, Islamic Azad University, Sarab Baranch, Sarab, IranEnglish Language Department, Islamic Azad University, Astara Baranch, Astara, IranEnglish Language Department, Islamic Azad University, Sarab Baranch, Sarab, IranTabriz Azad University<p>This study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who took academic writing course at Islamic Azad University, Tehran and Alborz branches. To homogenize the sample, Oxford placement test (OPT) was administered, and based on its results, 75 advanced learners were selected for the purpose of the study. After that, they were divided into 3 groups, namely the experimental group A (scaffolding genre knowledge), the experimental group B (metacognitive strategy use), and the control group. IELTS academic writing task 2 was administered as the pretest and posttest. The treatments lasted for 16 sessions. To explore the learners’ perceptions regarding the instructions qualitatively, the semi-structured individual interviews were administered to 20 students who were chosen from the experimental groups. The results showed that scaffolding genre knowledge and metacognitive strategy use had significant impacts on the Iranian EFL learners’ academic writing skill. In addition, the findings indicated that there was a significant difference between the effects of scaffolding genre knowledge and metacognitive strategy use on the Iranian EFL academic writing skill in which scaffolding genre knowledge had more significant effects on Iranian EFL academic writing skill than metacognitive strategy use. Furthermore, the qualitative findings showed that the learners adopted positive views towards scaffolding genre knowledge and metacognitive strategy use in developing their academic writing skill.</p>https://sanad.iau.ir/journal/jal/Article/961275metacognitive strategyscaffoldingacademic writing skillsgenre knowledge |
| spellingShingle | Masomeh Aghaalikhani Karim Nazari Bagha Shima Ahmadi Azad Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study Journal of Applied Linguistics metacognitive strategy scaffolding academic writing skills genre knowledge |
| title | Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study |
| title_full | Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study |
| title_fullStr | Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study |
| title_full_unstemmed | Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study |
| title_short | Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study |
| title_sort | investigating the effects of scaffolding genre knowledge and metacognitive strategy use on efl learners rsquo academic writing skills a mixed methods study |
| topic | metacognitive strategy scaffolding academic writing skills genre knowledge |
| url | https://sanad.iau.ir/journal/jal/Article/961275 |
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