METACOGNITIVE KNOWLEDGE IN EFL

ACADEMIC WRITING: INDONESIAN MASTER'S

STUDENTS CONTEXT
Presentation by Raniah Mardiant

Qualitative Data Analysis | 2023 2208666

 BACKGROUND

INTRODUCTION RESEARCH QUESTION

Metacognitive awareness is essential for How do final-year master’s students
English language learning (Garner, 1987; use metacognitive knowledge in
Trapman et al., 2018; Zhang & Qin, 2018;
writing research proposals?
Escorcia & Gimenes, 2020; Zhao & Liao,
2021), but little is known about second-
language academic writing (Basaffar &
Bukhari, 2023; Nurbayti et al., 2020).

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 LITERATURE REVIEW

THERORETICAL FRAMEWORK PREVIOUS RELATED STUDY

(DESCRIPTIVE THEORY) (EXPLANATORY THEORY)

Metacognitive awareness (Flavell, There is a positive effect on learners' writing

1979; Zimmerman, 2000; Flower & performance and metacognitive awareness.

Hayes, 1981; Schraw & Dennison,

(Hamid, Malik, & Mukminin, 2019; Marzulina
1994) are essential for developing & Nanda, 2019; Nuraeni & Suryani, 2020;
second-language academic writing Wijayati, Sigit, & Suryani, 2020; Ardila,
skills (Hyland, 2003). Yuliani, & Suarni, 2021)

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 RESEARCH METHODOLOGY

RESEARCH DESIGN SITE & PARTICIPANTS DATA COLLECTION

AND ANALYSIS
one master's student

Qualitative at one state Interview

Case Study university in (Maftoon et al.,2014)
(Busetto et al., 2020) Bandung, Thematic Analysis
Jawa Barat, Flavell (1979),
Indonesia Hacker et al., (2009)
and Railean et al.,
(2017)

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 FINDINGS AND DISCUSSION
THE IMPLEMENTATION OF METACOGNITIVE KNOWLEDGE

“I cannot produce a writing work instantly EFL writers can improve their writing by
without thinking about the outline and the learning and using metacognitive skills
development of ideas which will take much (Al-Ahdal, 2020)
time for me to begin.”
Metacognitive information can be
The participant employed several acquired through explicit instruction,
metacognitive knowledge, for instance: reflection, and practice
drafting, editing, and revising. (Yildis & Kavaliauskienė, 2021;
El-Deeb, 2020)

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 FINDINGS AND DISCUSSION
MAIN COMPONENTS OF METACOGNITIVE KNOWLEDGE

”Every chapter in the research

proposal has a challenge to write,
but I have to overcome it by reading
more”.
The participant was aware of the
strength and weaknesses during the
writing process.
In EFL academic writing,
metacognitive knowledge is an
active process involving three
distinct phases (Hacker et al.,
2009; Railean et al., 2017):
Procedural,Conditional, Declarative.

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 FINDINGS AND DISCUSSION
THE IMPORTANCE OF METACOGNITIVE KNOWLEDGE

Advantages of metacognitive knowledge:

”When I did not use any strategies in the
writing process, it made me feel unsatisfied.
However, when I use strategy, the writing
results will only contain a few errors”.
The participants recognized that using
metacognitive knowledge would support
her writing quality.
higher writing quality and speed,
confidence and control over the writing
process,
autonomy and self-directed learning,
and language proficiency.
(Lee, 2021; Kazemian et al., 2021)

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 CONCLUSION

The participant implemented all

metacognitive knowledge while
writing the research proposal by
including declarative, conditional,
and procedural knowledge.

Presentation by Raniah Mardiant | 2208666 | Qualitative Data Analysis

 THANK YOU
Presentation by Raniah Mardiant

Qualitative Data Analysis | 2023 2208666