Open Conference Systems, Language and Language Teaching Conference 2020

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Kristian Florensio Wijaya, Concilianus Laos Mbato

Last modified: 2020-10-26


It is a key of importance for English Language teachers to incorporate metacognitive strategies in academic writing wherein graduate university students are widely expected to be more excellent in composing various academic writing products. This current study employed mixed method by utilizing 2 research instruments namely Likert-Scale questionnaire and interview protocols. The major aim of this study was to investigate whether English Education Master Students of Sanata Dharma University applied metacognitive strategies, particularly when dealing with challenges and difficulties they frequently confronted during academic writing processes. To fulfill this objectivity, 15 English Education Master Students batch 2019, Sanata Dharma University and 4 interviewees were correspondingly invited to take part in this study. The results of quantitative and qualitative data revealed that English Education Master Students have experienced an exponential growth in the academic writing skills after incorporating three consecutive regulation of cognition strategies; planning, monitoring, and evaluating. In sharp contrast, there is an urgent need for English Language teachers to propound the importance of determining clearer writing objectives to enable all students to become more focus and committed towards their academic writing tasks.



metacognitive strategies, academic writing, regulation of cognition


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