Nghiên cứu về việc sử dụng các chiến lược siêu nhận thức trong viết bài học thuật của sinh viên Sư phạm Tiếng Anh tại Trường Đại học Sư phạm Hà Nội 2

Tóm tắt

Writing competence is one of the essential competences in the comprehensive development of each individual. However, the study of academic writing instruction is based on a metacognitive strategy for students majoring in pedagogy who, after graduation, will be directly involved in teaching writing skills to their own students, which has been neglected over the years. Therefore, the authors have carried out an empirical study to find out the influence of metacognitive strategy training on students' academic writing competence with the hope of finding the optimal teaching method for pre-service EFL teachers in colleges and universities of pedagogy. The mixed method was used to construct the experimental and control groups by pairing 44 first-year students (K48) majoring in English Language Teaching at Hanoi Pedagogical University 2. Reformulation and re-expression of ideas are herein expected in such a way that the sentences can be structurally well-formed, and will have more of the competence to plan, monitor and evaluate their own learning process and thus become effective learners. The authors recommend to further researchers that additional experimental studies be conducted to see whether metacognition techniques affect writing competence using proprietary scales.