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