Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                   Pp.  450-463
DOI: https://dx.doi.org/10.24093/awej/vol12no3.31

Full Paper PDF

A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill
 in Saudi EFL Students

Emtenan Agili
English Department, University College of Farasan, Jazan University
Farasan, Saudi Arabia
Corresponding Author: Emtenan1989@gmail.com

Bhagya Prabhashini C.
English Department, University College of Farasan, Jazan University
Farasan, Saudi Arabia

 

Received:   3/8/2021                      Accepted: 8/20/2021                    Published: 9/29/2021

 

Abstract:
Generally, learning outcomes are not always as expected; instead, they show a degree of variation depending on various factors.  Likewise, despite the fact of providing writing instruments in Saudi EFL classrooms, the outcomes are not always as expected. The reasons may range from classroom atmosphere to individual cognition and many other related variants around.  However, it is a small attempt in teachers’ perspective to see if anything is lacking in the implementation of ‘teaching writing strategies’ for EFL classrooms.  To verify this assumption between practicality and literature, this paper intends to explore ‘the implementation of writing strategies of faculty’ during teaching writing skills.  In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness.  To collect responses for this study, a survey questionnaire was administered among 36 English language educators of the Jazan region.  The results of this study revealed that there is a component that was given minor importance during teaching, though teachers used other strategies and tools extensively.    Furthermore, one of the aims of the study is to demonstrate how discourse can be used to offer a solution in the present scenario.  In a nutshell, this research recommends the significance of the neglected subcomponent and its importance in improving writing metacognition.
Keywords: classroom discourse, language instruction, metacognition, metacognitive strategies, Saudi EFL students, writing strategies.

Cite as:   Agili, E., & Prabhashini,  C. B.   (2021). A Study on Classroom Discourse in Enhancing Metacognition to Develop Writing Skill in Saudi EFL Students. Arab World English Journal, 12 (3) 450 -463.
DOI: https://dx.doi.org/10.24093/awej/vol12no3.31

References  

Avendaño, C. E. M. & Fonseca, M. H. (2009). Use of discourse analysis to enhance students’ critical thinking skills. Zona Próxima, 10, 36-49.

Bransford, D., Brown, A., & Cocking, R. (2000). How people learn:Brain, mind, experience and school.  Committee onDevelopments in the Science of Learning, Commission on

Behavioral and Social Sciences and Education, National Research Council. Washington, D.C.: National Academy Press.

Borg, E. (2003). Key concepts in ELT Discourse Community.  ELT Journal, 57(4), 398, Oxford University Press.

Cer, E. (2019).  The instruction of writing strategies:  The effect of the metacognitive strategy on the writing skills of pupils in secondary education. Sage Open Journal, 9 (2). 3-5, Sage Publications.

Chris, M., & Jessie, L. (2017).  Critical Transitions: Writing and the Question of Transfer. CSU Open press, (1st ed.), 215-246.

Crystal, D. (1992). An encyclopedic dictionary of language and languages. Cambridge, MA:  Blackwell.

Demo, D. (2001). Discourse analysis for language teachers. ERIC Digest. Eric Clearninghouse on Languages and Linguistics. Washington, DC: Center for Applied Linguistics.

Department of Education. (2019). English Language Learners (ELL) In the Mainstream, Available at https://www.state.nj.us/education/bilingual/ell_mainstream/part_four/calla.html.

Durham, P., & Raymond, R. D. (2016). Building cognitive reading fluency through “tagging” for metacognition. Texas Journal of Literacy Education4(1), 46-56.

Eubanks, P. (2011).  Metaphor Writing-Figurative Thought in the Discourse of Written Communication, 1, 104-153, Cambridge University Press.

Fenghua Lv, (2010). A study of metacognitive-strategies-based writing instruction for vocational college students. CCNET Journal, 3(3), 136-144.

Flower. L. (1994). The Construction of Negotiated Theory of Meaning-A Social Cognitive Theory of Writing, 4, 4-14. Southern Illinois University Press.

Hadley, A.O. & Reiken, E. (1993) Teaching language in context.  Florence, KY: Heinle & Heinle Publishers.

Hales, P. (2017). Your writing, not my writing: Discourse analysis of student talk about writing. Cogent Education, 4. Taylor & Francis Online.

Halliday, M. (1993), Towards a Language-Based Theory of Learning, Journal of Linguistics and Education 5, 93-116, University of Sydney and Macquarie University.

Harris, A. (2009). Distributed Leadership Different Perspectives-Studies in Educational Leadership-7, Springer Science+ Business Media B.V.

Hyland, K. (2004).  Disciplinary Discourses-Social Interactions in Academic Writing. 1, 63.  The University of Michigan Press

Kimberly, D. T., (2012). Promoting Student Metacognition.  CBE Life Sciences Education, 11 (2), 113-120.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language Teaching. New Haven: Yale University Press.

Larson, Bruce E. (1997). Teachers’ Conceptions of Discussion as  Method and Outcome. Paper presented at the Annual Meeting  of the American Educational Research Association, Chicago.  Eric 4.  ED:407692.

Lightbown, P., & Spada, N. (2013). How languages are learned  (4th ed.). New York: Oxford University Press.

Luan, N., & Sappathy, S. (2011). L2 vocabulary acquisition: The     impact of negotiated interaction. GEMA Online Journal of Language Studies, 11(2), 5-20. DOI: https://ejournal.ukm.my/gema/article/view/53

Negari, G. M. (2011). A study on strategy instruction and EFL learners’ writing skill. International Journal of English Linguistics1(2), 299.

Nowacek, R. (2011). Agents of integration: Understanding transfer as a rhetorical act. Carbondale, IL: Southern Illinois University Press.

Nunan, D. (1991). Language Teaching Methodology 192. New York: Prentice Hall.

O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in  second language acquisition. Cambridge University Press, Cambridge, UK.

Osborn, J. (2015).  Community Colleges and First Generation

 Students-Academic Discourse in the Writing Classroom, 1, 77. Palgrave McMillan, USA.

Piaget, J. (1952). When Thinking Begins. New York: International University Press.

Portanova, J. Rifenburg, M. & Roen, D. (2017).  Edited book Contemporary Perspectives on Cognition and Writing, (1st ed.) 211-230.  University Press of Colorado.

Schiffrin, D., Tannen, D. & Heidi E. (2001).  Edited book: The Handbook of Discourse Analysis. 707-724. Blackwell publishers Ltd. UK.

cott, M. & Levy, G. (2013). Metacognition: Examining the  components of a fuzzy concept. Educational Research eJournal [en línea]. 2, (2). 120-131. University of Alicante. Education Faculty.

Sidney, I., & Christian, R. (2002). Natural Discourse-Toward Ecocomposition. 1, 6. State University of New York Press.

Tannen, D., Hamilton, H. E. (Eds.), & Schiffrin, D. (2015). The handbook of discourse analysis.  Oxford: Blackwell     Publishers.

Wells, G. (1996). Discourse as tool in the activity of learning and teaching. Annual Meeting of the American Educational Research Association, New Orleans, Eric 74-101. ED:371619.

Xin, L., Luzheng, L., & Biru, S. (2011). EFL (English as a Foreign Language) classroom discourse analysis of a vocational college and some reflections, US-China Education Review B,  6, 752-755.

 

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
Received: 3/8/2021 
Accepted: 8/20/2021
Published: 9/29/2021
https://dx.doi.org/10.24093/awej/vol12no3.31 
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Emtenan Agily has recently joined the faculty at Jazan University, KSA.  She has an interest in the field of linguistics and teaching English as a second language. She completed her Masters in Teaching English to Speakers of Other Languages (MA-TESOL) at Gonzaga University in the United States. As she gained valuable experience teaching different levels during courses at Gonzaga University, it allows her to practice the theories and techniques that she learned during the course of study. https://orcid.org/0000-0003-2734-7517

Dr. Bhagya Prabhashini C is working for Jazan University as an English faculty at Farasan University College, KSA.  She had her Ph.D. credentials in English in the field of Applied Linguistics.  She previously had 18 years of experience in teaching English in India, Eretria, and Saudi Arabia. Her research areas of interest are Research Methodology, Eco-linguistics, Stylistics, Psycholinguistics, Neurolinguistics and Sociolinguistics.
https://orcid.org/0000-0002-8311-3857