Metacognitive writing strategies utilized by senior high school students in a Philippine university

Date of Publication

6-2019

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

Subject Categories

Curriculum and Instruction | Language and Literacy Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English and Applied Linguistics

Thesis Adviser

Marianne Jennifer M. Gaerlan

Defense Panel Chair

Ma. Joahna M. Estacio

Defense Panel Member

Leah E. Gustilo
Jose Cristina M. Pariña

Abstract/Summary

Exploring and discovering the metacognitive strategies used by students is beneficial to language teachers to help them obtain solutions to the writing problems of Filipino students. This study aims to help senior high school writing teachers and college professors address these writing problems by answering the following research questions: (1) What planning, monitoring and evaluating metacognitive writing strategies are utilized by high-rated and low-rated learners in paraphrasing specifically during the pre-writing, writing and evaluating stage? and (2)What is the correlation between the strategies utilized based on perception data and the learners‟ scores on their paraphrases? Through a think-aloud protocol, stimulated recall interview, and metacognitive strategy questionnaire, the strategies of 30 Senior High School (SHS) students from a Philippine university, composed of 15 high-rated learners (HRs) and 15 low-rated learners (LRs) were examined. Results showed that both HRs and LRs tend to use different types of metacognitive writing strategies in doing a paraphrasing task but HRs utilized more metacognitive strategies than LRs. Results implied that metacognitive writing strategies should be explicitly taught. In addition, a longitudinal study may be conducted to strengthen the findings and sufficient training in thinking aloud and using metacognition may allow a better understanding of how to improve writing.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG008262

Keywords

Metacognition in children--Philippines; English language—Composition and exercises—Study and teaching (Secondary)--Philippines; High school students--Philippines

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Embargo Period

4-23-2025

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