Vol. 5, Issue 1 (2019)
Teaching EFL beginners metacognitive writing strategies through Tamer-Aien writing module
Author(s): Tamer Mohammad Al-Jarrah, Noraien Mansor, Rania Hassan Talafhah, Jarrah Mohammad Al-Jarrah, Fedaa Mahmoud Al-Shorman
Abstract: This study explores how strategy-based instruction assisted by Tamer-Aien writing module can be incorporated to teach beginning-level EFL learners metacognitive writing strategies. The study used a Quasi-experimental design. Twenty-two students were participating in control group as well as experimental group receiving the regular 13-week writing course. The experimental group was taught TAMER-AIEN writing module strategies explicitly through CALLA. The control group only received the writing instruction in traditional way. The result of writing pre and posttest showed a positive effect on students’ writing ability in the experimental group. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic organizer software. Comparisons of writings before and after practicing TAMER-AIEN writing module indicates that there is noticeable improvement in learners’ ability to generate ideas and in logical organization of their writing composition. Researchers’ observation notes and learners’ reflections suggest that learners’ engagement and motivation are boosted during their pre-writing activities using the graphic organizer module. A close examination of the semantic maps generated from the writing module also reveals how learners practice metacognitive planning, organizing, and evaluating strategies for their writing.