Nemouchi, Oualid (2019) Teaching Writing through the Product Approach Combined with Metacognitive Strategies: The Case Study of Second Year LMD Students of English, University of Oum El Bouaghi. Doctoral thesis, Université de Batna 2.
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Abstract
Producing high-quality compositions is a constant challenge to foreign language students because of several reasons. The present study sets out to investigate the extent to which combining the product approach with metacognitive strategies develops the students‘ EFL writing organization. It purports at raising the students‘ awareness about the significance of of metacognitive knowledge and regulation in the betterment of the learners‘ written performances. Accordingly, it is hypothesized that if EFL teachers combine the product approach with metacognitive strategies, they would develop their students‘ writing skill and that incorporating metacognitive paradigms in the accomplishment of the writing tasks would help learners overcome the difficulties associated with the process of composition. The study has been conducted with two writing classes assigned to an experimental group and a control group. To compare the subjects‘ performance in terms of the effective use of grammar, vocabulary, punctuation, cohesion, coherence, topic sentence, thesis statement, and types of essay development, a pre-test and a post-test have been administered in the form of in-class expository essays. Following the collection of the post-test essays, a questionnaire has been given to the experimental group subjects to mainly elicit their opinions about the significance of metacognive knowledge and strategies in developing their writing performances. Furthermore, a questionnaire has been administered to written expression teachers to find out about their teaching writing practices regarding metacognition and to gauge their standpoints about combining the product approach with metacognitive strategies in the writing classroom. The results obtained from the t-test calculation have demonstrated a significant improvement of the experimental group in the previously mentioned aspects under scrutiny, while the control group has actually lowered its scores in body organization in comparison to the control group. The study has also indicated that both students and teachers favour combination of the product approach with metacognition in the teaching of L2 writing.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | Lettres et langues étrangères > Langue anglaise |
| Divisions: | Faculté des lettres et langues étrangères > Département de langue anglaise |
| Date Deposited: | 23 Sep 2019 11:18 |
| Last Modified: | 23 Sep 2019 11:18 |
| URI: | http://eprints.univ-batna2.dz/id/eprint/1778 |
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