TABLE OF CONTENTS
1.4 Significance of the Research ... 4
1.5 Definition of Operational Terms ... 5
1.5.1 Metacognition ... 5
1.5.2 Metacognitive Knowledge ... 5
1.5.2.1 Declarative knowledge ... 6
1.5.2.2 Procedural knowledge ... 6
1.5.2.3 Conditional knowledge ... 6
1.5.3 Self-regulation ... 6
CHAPTER II LITERATURE REVIEW ... 9
2.1 Metacognition ... 9
2.1.1 Definition of Metacognition ... 9
2.1.2 Components of Metacognition ... 10
2.1.2.1. Metacognitive knowledge ... 11
2.1.2.2. Self-regulation ... 12
2.1.3 Metacognition in teaching English as a foreign language ... 13
2.2 Metacognition in Teaching EFL Writing ... 16
2.2.1 The importance of metacognition in teaching EFL writing ... 16
2.2.2 The components of metacognition in teaching EFL writing ... 19
2.2.2.1 Declarative knowledge in writing ... 19
2.2.2.2 Procedural knowledge in writing ... 21
2.2.2.3 Conditional knowledge in writing ... 21
2.2.2.4 Planning skills in writing ... 21
2.2.2.5 Monitoring skills in writing ... 22
2.2.2.6 Evaluating skills in writing ... 23
2.2.3 The application of metacognition in teaching EFL writing ... 23
2.2.4 The assessment of metacognition in teaching EFL writing ... 32
2.3 Previous Related Studies ... 35
2.3.1 Studies about students’ metacognitive knowledge in EFL writing ... 36
2.3.2 Studies about students’ self-regulation in EFL writing ... 39
2.4 Concluding Remarks ... 44
CHAPTER III RESEARCH METHODOLOGY ... 45
3.1 Research Design ... 45
3.2 Participants and Research Site ... 46
3.2.1 Participants ... 46
3.2.2 Research site ... 47
3.3 Data Collection ... 47
3.3.1 Types of data ... 48
3.3.2.1 Metacognitive knowledge questionnaire ... 50
3.3.2.2 Self-regulation questionnaire ... 53
3.3.2.3 Open-response questionnaire ... 56
3.3.3 Procedure of data collection ... 58
3.4 Data Analysis ... 58
3.4.1 Quantitative data analysis ... 59
3.4.2 Qualitative data analysis ... 60
3.4.2.1 Preparation of the data ... 60
3.4.2.2 Familiarity with the data ... 60
3.4.2.3 Interpreting the data ... 61
3.4.2.4 Verifying the data ... 61
3.4.2.5 Representing the data ... 62
3.4.3 Mixed-methods data analysis ... 62
CHAPTER IV FINDINGS AND DISCUSSION ... 64
4.1 Findings ... 64
4.1.1 Metacognitive knowledge components possessed by the students ... 64
4.1.1.1 Declarative knowledge ... 65
4.1.1.1.1 Person knowledge ... 65
4.1.1.1.2 Task knowledge ... 69
4.1.1.1.3 Strategy knowledge ... 71
4.1.1.2 Procedural knowledge ... 72
4.1.1.3 Conditional knowledge ... 75
4.1.2 Students’ ways of using metacognitive knowledge to perform self-regulation skills ... 79
4.1.2.1 Planning ... 79
4.1.2.2 Monitoring ... 83
4.1.2.3 Evaluating ... 86
4.2 Discussion ... 87
4.2.1.1 Declarative knowledge ... 88
4.2.1.1.1 Person knowledge ... 89
4.2.1.1.2 Task knowledge ... 92
4.2.1.1.3 Strategy knowledge ... 93
4.2.1.2 Procedural knowledge ... 93
4.2.1.3 Conditional knowledge ... 94
4.2.2 Students’ ways of using metacognitive knowledge to perform self-regulation skills ... 96
4.2.2.1. Planning ... 96
4.2.2.2. Monitoring ... 99
4.2.2.3. Evaluating ... 100
CHAPTER V CONCLUSION AND RECOMMENDATION ... 102
5.1 Conclusion ... 102
5.2 Recommendation ... 104
5.2.1 Pedagogical implications based on students’ metacognitive knowledge ... 104
5.2.2 Pedagogical implications based on students’ self-regulation skills ... 106
5.2.3 Directions for further research ... 108
LIST OF FIGURES
LIST OF APPENDICES
APPENDIX 1. STEPS OF CREATING METACOGNITIVE
KNOWLEDGE QUESTIONNAIRE ... 120
APPENDIX 2. STEPS OF CREATING SELF-REGULATION QUESTIONNAIRE ... 140
APPENDIX 3. STEPS OF CREATING OPEN-RESPONSE QUESTIONNAIRE ... 154
APPENDIX 4. WRITING TASK ... 162
APPENDIX 5. DATA ANALYSIS PROCEDURE ... 164
