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The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan

The aim of this study is to provide an insight into the link between metacognitive strategies employed by Malaysian students in learning English as Second Language (ESL) for writing and the argumentative features found in students’ argumentative essays. In addition, this study also aims to explore t...

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Main Author: Shalini Radha , Krishnan
Format: Thesis
Published: 2018
Subjects:
LB2300 Higher Education
P Philology. Linguistics
Online Access:http://studentsrepo.um.edu.my/8633/1/Shalini_Radha.pdf
http://studentsrepo.um.edu.my/8633/6/shalini.pdf
http://studentsrepo.um.edu.my/8633/
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spelling my.um.stud.86332021-06-22T19:09:53Z The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan Shalini Radha , Krishnan LB2300 Higher Education P Philology. Linguistics The aim of this study is to provide an insight into the link between metacognitive strategies employed by Malaysian students in learning English as Second Language (ESL) for writing and the argumentative features found in students’ argumentative essays. In addition, this study also aims to explore the various types of metacognitive strategies that are utilized by two different groups of students, namely students who attained high and low scores in their argumentative essay writing and to explore the argumentative features found in the argumentative essays of both groups of students. In order to ascertain the metacognitive strategies employed by students and the argumentative features in argumentative essay writing, this study adopts a mixed method design known as convergent parallel design. The data in this study consisted of quantitative and qualitative data. The Metacognitive Strategies Questionnaire (MSQ) for writing is used to collect data related to the types of metacognitive strategies used by the ESL learners, while Toulmin Model of Argument is used to trace the argumentative features found in their argumentative essays. The findings revealed metacognitive strategies enable students to plan, monitor and evaluate their writing. Therefore, the findings of this study revealed the types of metacognitive strategies used by the students in their writing and how these strategies helped them in their writing. However, the argumentative features produce by the high scorers and also the low scorers in their argumentative essays differ. 2018-03 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/8633/1/Shalini_Radha.pdf application/pdf http://studentsrepo.um.edu.my/8633/6/shalini.pdf Shalini Radha , Krishnan (2018) The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan. Masters thesis, University of Malaya. http://studentsrepo.um.edu.my/8633/
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Student Repository
url_provider http://studentsrepo.um.edu.my/
topic LB2300 Higher Education
P Philology. Linguistics
spellingShingle LB2300 Higher Education
P Philology. Linguistics
Shalini Radha , Krishnan
The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
description The aim of this study is to provide an insight into the link between metacognitive strategies employed by Malaysian students in learning English as Second Language (ESL) for writing and the argumentative features found in students’ argumentative essays. In addition, this study also aims to explore the various types of metacognitive strategies that are utilized by two different groups of students, namely students who attained high and low scores in their argumentative essay writing and to explore the argumentative features found in the argumentative essays of both groups of students. In order to ascertain the metacognitive strategies employed by students and the argumentative features in argumentative essay writing, this study adopts a mixed method design known as convergent parallel design. The data in this study consisted of quantitative and qualitative data. The Metacognitive Strategies Questionnaire (MSQ) for writing is used to collect data related to the types of metacognitive strategies used by the ESL learners, while Toulmin Model of Argument is used to trace the argumentative features found in their argumentative essays. The findings revealed metacognitive strategies enable students to plan, monitor and evaluate their writing. Therefore, the findings of this study revealed the types of metacognitive strategies used by the students in their writing and how these strategies helped them in their writing. However, the argumentative features produce by the high scorers and also the low scorers in their argumentative essays differ.
format Thesis
author Shalini Radha , Krishnan
author_facet Shalini Radha , Krishnan
author_sort Shalini Radha , Krishnan
title The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
title_short The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
title_full The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
title_fullStr The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
title_full_unstemmed The use of metacognitive strategies and argumentative features in academic writing of tertiary students / Shalini Radha Krishnan
title_sort use of metacognitive strategies and argumentative features in academic writing of tertiary students / shalini radha krishnan
publishDate 2018
url http://studentsrepo.um.edu.my/8633/1/Shalini_Radha.pdf
http://studentsrepo.um.edu.my/8633/6/shalini.pdf
http://studentsrepo.um.edu.my/8633/
_version_ 1738506166452879360
score 13.211869

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