The Effect Of Metacognitive Strategies On EFL Writing

In previous studies about metacognitive strategies in EFL writing, writers are considered as learners with the same quality , that is to say ,without the difference between proficient and low- proficient. It seems to tell us that all students should show the same characteristics about their metacognitive strategies in EFL writing. So the results from such studies are not directive and practical during the process of teaching low-proficient students. Here lies the breakthrough of this thesisThis thesis not only introduces, discusses and explains metacognitive strategies which influence EFL writing, but also provides methods and gives more hints on how to improve EFL writing especially to those low-proficient students. they are also the purpose and significance of this thesis.The study goes around two questions:1 How can we improve metacognitive awareness in EFL writing to low-proficient students?2 To what extent does metacognitive strategies awareness have an effect on writing performance to low-proficient students?The data in this thesis are consisted of two kinds: one is questionnaires and the other is writing papers. All the data are analyzed by spss. The questions in the questionnaires are designed by myself according to relevant theories. The topic in the writing is borrowed from Wang & Wen's studies because it's validity and reliability are highly testified.Through analysis, this thesis tells us metacognitive strategies training promote metacognitive awareness to low-proficient students and there is a positive and close relationship between metacognitive strategies awareness and writing performance to low-proficient students.At the same time, there are other two discoveries(1) Low- proficient students' metacognitive strategies are relatively low to the whole group.(2) although there is a change or rise after training, the change is not very obvious compared with the expected degree, To these low-proficient students, the progress of writing after training is different which depends on not only the proficiency of writing before training but also the degree of understanding, acceptance and even application of metacognitive strategies after training.The first point tells us if a teacher wants to improve students' writing even to low proficient students, a good way is to train their Metacognition awareness.The second point tells us the task to improve their writing is a hard job and as a teacher, you must be patient and have a long term plan to help them to improve their writing.This thesis is made up of six chapters.Chapter One introduces the background information and significance of this study. During the process of analysis about factors which influence EFL writing, the author gets a breakthrough for present study.Chapter Two portrays a framework for metacognition theories besides an introduction and gives a detailed outline of related studies about metacognition strategies. In the following part, this chapter articulates discussion about the relationship between learning strategies and writing performance. Through descriptions of learning strategies, writing process and methods, the author puts forward a theoretical delineation for effective application of metacognitive strategies in writing and paves the way for empirical studies.Chapter Three is experimental study. 70 students or testers get involved in this study and come into two groups, experimental and control groups. Instruments are questionnaires and writing papers.Chapter Four is about analysis of data from this experiment. A conclusion is made that metacognitive strategies training can improve metacognitive strategies to non-proficient learners and have a positive effect on their writing.Chapter Five lists pedagogical implications, limitations in this study and suggestions for further study. The study implicates metacognitive strategies training in practical teaching can stimulate the autonomy of learners and become a path for low-proficient learners to improve their writing.