Writing Teaching: Cognitive/Metacognitive Reading Strategies, Metacognitive Awareness Writing, Writing Apprehension In Focus
Abstrakt
Writing is one of the most difficult skills for students to acquire. Writing is unlike spoken language, as it requires the readers or the audience to understand and interpret what has been written.
Langan (1987) and Gunning (1998) agreed that writing is difficult when they stated that writing is both more complex and more abstract than talk. The present study was designed to investigate the impact of presented strategies (i,e, cognitive/metacognitive reading strategies, metacognitive awareness writing, and writing apprension on enhancing writing performance of Students.
Accordingly, 60 learners, between 19 and 25 years old randomly selected from a larger group attending at an education institute in Prague, Czech Republic. In writing composition, participants were required to write a 150-200 word essay.
They were rated by two experts. Their writings were scored using Shehadeh scale (2012) which includes five areas such as Content, Organization, Grammar, Vocabulary, Mechanics of writing.
These scales have four bands: excellent to very good, good to average, fair to poor and very poor. According to Shehadehs scale, they were rated by two experts.
Next, the questionnaire of reading strategy was distributed among the participants of the study. They were told that there was no right or wrong answer for the items and answers were anything to do with their course grade so that they answered in relaxing atmosphere.
They completed the questionnaire on their own. MAWQ was another instrument.
Participants needed to think of their habitual academic behavior. WAT was the last instrument.
The participants were instructed to think about their anxiety about writing and read each statement by putting a number from 1 to 5 that corresponded to their experience. The results of this study showed that participants in group C (Writing Apprehension) performed significantly better on the comparing the participants in groups A (Cognitive/Metacognitive Reading Strategies) and B (Metacognitive Awareness Writing).
This means that Writing Apprehension were the most effective modality in learning writing performance incidentally.