Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights
This study utilized Kemmis et al.’s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students’ learning activities, problem-solving, assessment, and concluding. E...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2024-06-01
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| Series: | Studies in English Language and Education |
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| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/35832 |
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| author | Noldy Pelenkahu Muhammad Ilham Ali Devilito Prasetyo Tatipang Ceisy Nita Wuntu Olga Anneke Rorintulus |
| author_facet | Noldy Pelenkahu Muhammad Ilham Ali Devilito Prasetyo Tatipang Ceisy Nita Wuntu Olga Anneke Rorintulus |
| author_sort | Noldy Pelenkahu |
| collection | DOAJ |
| description | This study utilized Kemmis et al.’s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students’ learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students’ ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students’ argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development. |
| format | Article |
| id | doaj-art-0c5e681727d84042b4228d9edc4b9401 |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-06-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-0c5e681727d84042b4228d9edc4b94012025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-06-0111287389210.24815/siele.v11i2.3583218329Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insightsNoldy Pelenkahu0Muhammad Ilham Ali1Devilito Prasetyo Tatipang2Ceisy Nita Wuntu3Olga Anneke Rorintulus4Univeristas Negeri ManadoUniversitas Negeri ManadoUniveristas Negeri ManadoUniveristas Negeri ManadoUniveristas Negeri ManadoThis study utilized Kemmis et al.’s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students’ learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students’ ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students’ argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.https://jurnal.usk.ac.id/SiELE/article/view/35832argumentative writing skillcritical thinking competencemetacognitive strategy |
| spellingShingle | Noldy Pelenkahu Muhammad Ilham Ali Devilito Prasetyo Tatipang Ceisy Nita Wuntu Olga Anneke Rorintulus Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Studies in English Language and Education argumentative writing skill critical thinking competence metacognitive strategy |
| title | Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights |
| title_full | Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights |
| title_fullStr | Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights |
| title_full_unstemmed | Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights |
| title_short | Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights |
| title_sort | metacognitive strategies and critical thinking in elevating efl argumentative writing proficiency practical insights |
| topic | argumentative writing skill critical thinking competence metacognitive strategy |
| url | https://jurnal.usk.ac.id/SiELE/article/view/35832 |
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