Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                   Pp.  450-463

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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:

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


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.


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

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.

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.