A Closer Look on Indonesian EFL students’ Writing Process: The Application of Cognitive and Metacognitive Strategies

Safira  Azizah; Soraya Soraya

doi:10.31849/reila.v5i2.10687

Safira Azizah Sekolah Tinggi Bahasa Asing LIA, Jakarta, Indonesia
Soraya Soraya Sekolah Tinggi Bahasa Asing LIA, Jakarta, Indonesia

DOI: https://doi.org/10.31849/reila.v5i2.10687

Keywords: Cognitive strategy, Metacognitive strategy, Think-aloud protocol, Higher education, Essay writing

Abstract

Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has been given to investigate what is on the students’ minds while applying those strategies in the writing process. This descriptive qualitative study aims to investigate the process of applying the cognitive and metacognitive strategies by EFL students while performing argumentative essays. Three university students of the English Department taking the Essay Writing subject were invited to record the process of authoring argumentative essays using Zoom recording to display full audio and video on screen. Their writings were checked and the students were interviewed. This process used think-aloud protocols (TAPs) completed with the screen recording method (SRM) to record all activities on the computer screen, students’ work, and the interview explored the learners’ perception towards particular situation in their writing process. The data were categorized and analyzed using English as a foreign language (EFL) writing strategies as a framework for narrative analysis. This study found that both cognitive and metacognitive strategies helped all participants complete their essay through the thinking process and decision making of each step and strategy. While cognitive and metacognitive were applied distinctively in each participant’s writing processes, it produced the internalization of writing steps critically in self-regulated learning. This study demonstrates that cognitive and metacognitive processes are effective in promoting varied writing strategies and self-regulated learning for EFL learners. To get a thorough application of cognitive and metacognitive strategies in writing activity, future research can use other genre for students at different age or level of education.

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Author Biographies

Safira Azizah, Sekolah Tinggi Bahasa Asing LIA, Jakarta, Indonesia

Safira Azizah holds a Bachelor's degree in Linguistics and currently serves as a dedicated full-time educator at the Indonesia Intellectual Academy (IIA). As an esteemed institution committed to revolutionizing the landscape of education, IIA is dedicated to cultivating transformative learning encounters that mold students' cognitive capacities. Within this dynamic environment, Safira undertakes the roles of an English instructor, a Memory Sports facilitator, and a mentor in Critical Thinking.

Soraya Soraya, Sekolah Tinggi Bahasa Asing LIA, Jakarta, Indonesia

Dr. Soraya is a distinguished educator at the LIA College of Foreign Languages (STBA LIA), where she brings her expertise in English linguistics and English Language Teaching (ELT) to the forefront. With a profound commitment to advancing language education, Dr. Soraya's specialization encompasses a profound understanding of linguistic intricacies and the art of teaching English effectively. Within her capacity as an English lecturer, she directs her focus towards linguistics, ELT methodologies, and the refinement of English proficiency.

Her instructional scope predominantly encompasses the realms of grammar and writing, as she guides students towards mastery in these fundamental language dimensions. Beyond her role on campus, Dr. Soraya also serves as an assessor for the Teacher's Professionalism and Competence Verification (BKD) program, contributing her expertise to the evaluation of fellow educators.

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