Writing Teaching: Cognitive/Metacognitive Reading Strategies, Metacognitive Awareness Writing, Writing Apprehension In Focus

Writing is one of the most difficult skills for students to acquire. Writing is unlike spokenlanguage, as it requires the readers or the audience to understand and interpret what has beenwritten. Langan (1987) and Gunning (1998) agreed that writing is difficult when they stated thatwriting is both more complex and more abstract than talk. The present study was designed toinvestigate the impact of presented strategies (i,e, cognitive/metacognitive reading strategies,metacognitive awareness writing, and writing apprension on enhancing writing performance ofStudents. Accordingly, 60 learners, between 19 and 25 years old randomly selected from a largergroup attending at an education institute in Prague, Czech Republic. In writing composition,participants were required to write a 150-200 word essay. They were rated by two experts. Theirwritings were scored using Shehadeh scale (2012) which includes five areas such as Content,Organization, Grammar, Vocabulary, Mechanics of writing. These scales have four bands:excellent to very good, good to average, fair to poor and very poor. According to Shehadehs scale,they were rated by two experts. Next, the questionnaire of reading strategy was distributed amongthe participants of the study. They were told that there was no right or wrong answer for the itemsand answers were anything to do with their course grade so that they answered in relaxingatmosphere. They completed the questionnaire on their own. MAWQ was another instrument.Participants needed to think of their habitual academic behavior. WAT was the last instrument. Theparticipants were instructed to think about their anxiety about writing and read each statement byputting a number from 1 to 5 that corresponded to their experience. The results of this study showedthat participants in group C (Writing Apprehension) performed significantly better on thecomparing the participants in groups A (Cognitive/Metacognitive Reading Strategies) and B(Metacognitive Awareness Writing). This means that Writing Apprehension were the mosteffective modality in learning writing performance incidentally.

کلیدواژه ها:

Writing Performance ، Cognitive/Metacognitive Reading Strategies ، Metacognitive Awareness Writing ، Writing Apprehension