Instructor: Teresa Hsu

Presenter: Ula Huang

Date: 2015/03/30

The Effect of Teaching Metacognitive

Strategies on Field-dependent and

Independent Learners’ Writing

1

Citation

Nosratinia, M., & Adibifar, S. (2012). The effect

of teaching metacognitive strategies on field-

dependent and independent learners’ writing.

Social and Behavioral Sciences, 98, 1390-1399.

2

Content

Introduction

Literature Review

Methodology

Result

Conclusion

Reflection3

• Metacognitive

plan-think-monitor-evaluate

• FD & FI

Field-dependence & Field-independence

Definition of Terms

4

Background

Purpose of study

5

Background

Writing requires conscious effort and practice

in composing, developing, and analyzing ideas,

therefore, L2 language learners usually

encounter difficulties in developing their writing.

6

to investigate the effect of metacognitive

strategy instruction on the writing performance of

field-dependent and field-independent

intermediate learners.

Purpose of Study

7

Metacognitive

Field-dependent and Field-independent

8

Among learning strategies, metacognitive

strategies are considered as the most

essential ones in developing learners’ skills.

(Anderson, 1991)

PLAN THINK MONITORE EVALUATE 9

Among the various identified cognitive

styles, FD and FI have been suggested as

“potentially important in second language

acquisition”.(Larson Freeman & Long, 1991)

PLAN THINK MONITORE EVALUATE 10

Participants

Instruments

Materials

Procedure

11

Participants

age range: 18-35study in language school in Tehran

non-randomly selected by PET test among 70 learners.

intermediate EFL learners

62 male and female

12

• Cambridge Preliminary English Test (PET)

Instruments

13

Paper Content Marks

Reading and Writing(1 hour 30 minutes)

Reading: 5 parts/ 35 questionsWriting: 3 parts/ 7 questions

50%

Listening(30 minutes)

4 parts/ 25 questions 25%

Speaking(10–12 minutes per pair

of candidates)4 parts 25%

• Group Embedded Figures Test(GEFT)

Instruments

14

The GEFT is a twenty-five items assessment

to find out geometric shapes in a larger design.

• Writing pre-test

to write a 250-word composition on the topic of

“The Role of Television in Our Daily Lives” in 40

minutes.

• Writing pro-test (250 words)

to write a 250-word composition on the topic of

“The Role of Internet in Our Daily Lives” in 40

minutes.

Instruments

15

• Rating Scale of Writing Pre-test and Post-test

(an analytic writing rating scale by Weir)

Instruments

16

Categories Score Categories Score

A. Relevance and

adequacy of the

content

0-3 E. Grammar 0-3

B. Compositional

organization

0-3 F. Punctuation 0-3

C. Cohesion 0-3 G. Spelling 0-3

D. Adequacy of

vocabulary for

purpose

0-3

3 units in “Top Notch 3B”

• Disasters and Emergencies

• Books and Magazines

• Inventions and Technology

Material

17

Procedure

70 participants

tested by PET test

62 participants divided into

FD(30)+ FI(32) by GEFT

EG=14FD+15FI

CG=16FD+17FI

Writing pre-test

“The Role of Television in Our

Daily Lives”

received the same material and

instruction by the same teacher

scored by analytic writing

scale by Weir as mean scores

EG also has 17 sessions

within 6 weeks 18

Centering the Writing

Advance Organizers

Direct Attention

Selective Attention

Arranging and Planning the

Writing

Self-management

Functional Planning

Evaluating Writing

Self-monitoring

Self-evaluation

Delayed Production

The first phase of treatment

19

The second phase of treatment

do writing task

• ask them questions

interests and motivation

• free discussion about different topic

weekly writing

• write letters, write about movie, diaries

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The end of treatment

Writing post-test

“The role of Internet in Our Daily Lives”

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There is a significant difference between the FD students’

mean sores on the pre-test and post-test of writing.

Samples t-test Pre-test and Post-test of Writing (FD Group)

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The comparison between FD students’ pre-test

and post-test.

There is a significant difference between the FI students’

mean sores on the pre-test and post-test of writing.

Samples t-test Pre-test and Post-test of Writing (FI Group)

23

The comparison between FI students’ pre-

test and post-test.

FD and FI students in experimental group show higher

mean scores on the writing post-test than control group.

24

Descriptive Statistics of Writing post-test of FD and FI

group.

The current study proves that metacognitive

strategy instruction is fruitful and it can help

to improve the writing performance of both

FD and FI.

PlanDesign Build Test Evaluate

25

Encourage our students, especially

yourself, not to be afraid of writing

since there are lots of useful strategies

can help us overcome the encounter of

the writing process.

26

Thank you !

“The only people that you really have

are your family, because they love

you no matter what.”