%0 Journal Article
%T Exploring Metacognitive Strategies Employed by ESL Writers: Uses and Awareness | Alamri | International Journal of English Linguistics | CCSE
%A Basim Alamri
%J Home | International Journal of English Linguistics | CCSE
%D 2019
%R 10.5539/ijel.v9n1p159
%X The present study explored metacognitive strategies employed by English as second language (ESL) writers. The study also investigated students¡¯ awareness of the effectiveness of these strategies and the relationship between students¡¯ language proficiency levels and the frequent uses of metacognitive strategies. The data was collected via a questionnaire completed by non-native English speaker students (23 males, 38 females) at a midwestern university in the United States. The findings indicated that students frequently employed the three components of metacognitive strategies (i.e., monitoring, planning, evaluating; where evaluating was the most frequent strategy, followed by monitoring and planning). Moreover, the results indicated that students had a relatively high awareness of the effectiveness of the strategies discussed in the study which consequently affected students¡¯ uses of these strategies during a writing task, such as essays. Among the students, there was a positive correlation between students¡¯ proficiency levels and the frequency of the use of strategies. The study suggested several pedagogical implications including the need for increasing students¡¯ as well as teachers¡¯ awareness of metacognitive strategies in teaching and learning academic writing
%U http://www.ccsenet.org/journal/index.php/ijel/article/view/0/37976