A Study on the Influence of Metacognitive Strategies on EFL (English as a Foreign Language) Writing for College Students

국문 초록 (Abstract)

EFL (외국어로서의 영어) 작문은 학습자와 교사 모두에게 EFL 학습의 중요하고 어려운 부분이다. 최근 몇 년간 많은 연구에서 학습 전략이 영어 작문 과정과 작문 수준에 직접적인 영향을 미치는 것으로 나타났다. 학습 전략에서 최고 수준의 전략인 메타인지 전략은 대학생의 EFL 작문 수준과 효과에 영향을 미치는 중요한 요소이다. 따라서 본 논문은 메타인지 전략과 EFL 작문 성과의 관계를 탐구 할 것이다. 이 연구는 SPSS 22.0 소프트웨어를 사용하여 데이터를 통계적으로 분석하고 결론을 도출하는 정량적 연구 방법을 사용했다. 결과는 다음과 같다. 대학생의 메타인지 전략은 중간 수준이다 (M = 2.86). 메타인지 전략과 모든 하위 변수는 EFL 작문 성과와 유의한 상관관계가 있다 (r = .665, p < .01). 메타인지 전략의 4 가지 변수는 EFL 작문에서 대학생의 작문 성과를 크게 예측할 수 있다. 결론을 고려하여 교사는 미래에 EFL 작문 교육으로 작문을 위한 학생들의 메타인지 전략을 개발해야 한다.

다국어 초록 (Multilingual Abstract)

EFL (English as a Foreign Language) writing is an important and difficult part of EFL learning for both learners and teachers. In recent years, a large number of studies have found that learning strategies have a direct and important influence on the English writing process and writing level. Metacognitive strategy as the highest level strategy in learning strategies is also an important factor affecting the level and effectiveness of EFL writing for college students. Therefore, this paper will attempt to explore the relationship between metacognitive strategies and EFL writing achievements. This study used quantitative research methods, using SPSS 22.0 software to statistically analyze the data and draw conclusions. The results show that: the metacognitive strategies of college students are at a medium level (M = 2.86); metacognitive strategies and all their sub-variables were significantly correlated with the EFL writing achievements (r = .665, p < .01); the four variables of the metacognitive strategy can significantly predict the writing performance of college students in EFL writing. In view of the conclusions, it is recommended that teachers should develop students metacognitive strategies for writing in EFL writing teaching in the future.

목차 (Table of Contents)

• Ⅰ. Introduction Ⅱ. Theoretical Background Ⅲ. Research Method Ⅳ. Research Results Ⅴ. Conclusions and Suggestions References

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