this study aims to examine the strategies utilized by eleven postgraduate students in an efl university context in their attempts to acquire the textual practices of their discipline. first- and second-year ma students, one ph.d. student as well as individuals who had completed their ma programs in tefl took part in interviews in order to elicit the strategies they used when they endeavored to ...

Abstract Metacognitive skills are often considered domain-general, therefore they have the potential to transfer across domains, subjects, and tasks. However, of metacognitive seldomly occurs spontaneously. Schuster et al., (2020) showed that training can beneficial effects on spontaneous near far skills. evidence skill resulting in superior acquisition content knowledge is pending. In present ...

Cross-national, or cross-cultural, studies of academic writing have moved beyond contrastive rhetoric’s textual focus to broad concerns of students’ firstand second-language literacy development. However, we remain in the dark as to how, in a micro view, students initiate into academic discourses in cross-national contexts. Situating our study in first-year writing courses in a Taiwanese and a ...

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n = 21) were taught ba...

Several theoretical findings have revealed that self-regulated Learning strategies can contribute to making good writers. This study focuses on using an online SRL strategy improve the writing skills of pesantren students. A is used for learners set a goal, plan, and integrate their learning independently. Data are collected from 131 university students Pesantren 16 (sixteen) weeks. Two groups:...

This action research examined the roles of writing instruction involving metacognitive and critical thinking strategy on improvement argumentative skills college students in Indonesia. Argumentative is one pivotal topics among researchers investigating ways to improve college-level writing. study involved 88 three parallel classes enrolled skill development course. Employing Kemmis McTaggart’s ...

Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that ...

Although the concept of metacognition has received considerable attention for its impact on learning across disciplinary areas, it has not been sufficiently discussed in the context of L2 academic reading and writing. In this paper, we bring together two theoretical frameworks, genre analysis and metacognition theory, and discuss the concept of metacognitive genre awareness. Drawing on the anal...

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it m...

The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domainspecificity of maturing metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills. Participants from four age groups (fourth-, sixth-, and e...