An explanatory sequential investigation of the correlation between metacognitive awareness and academic writing skills among EFL University students

Fahreza, Hanssah (2025) An explanatory sequential investigation of the correlation between metacognitive awareness and academic writing skills among EFL University students. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_cover.pdf Download (301kB) | Preview
Preview	Text (ABSTRAK) 2_abstrak.pdf Download (261kB) | Preview
	Text (SK BEBAS PLAGIARISM) 3_skbebasplagiarism.pdf Restricted to Repository staff only Download (628kB) | Request a copy
Preview	Text (DAFTAR ISI) 4_daftarisi.pdf Download (357kB) | Preview
Preview	Text (BAB I) 5_bab1.pdf Download (409kB) | Preview
	Text (BAB II) 6_bab2.pdf Restricted to Registered users only Download (450kB) | Request a copy
	Text (BAB III) 7_bab3.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text (BAB IV) 8_bab4.pdf Restricted to Registered users only Download (1MB) | Request a copy
	Text (BAB V) 9_bab5.pdf Restricted to Registered users only Download (311kB) | Request a copy
	Text (DAFTAR PUSTAKA) 10_daftarpustaka.pdf Restricted to Registered users only Download (450kB) | Request a copy
	Text (LAMPIRAN) 11_lampiran.pdf Restricted to Repository staff only Download (2MB) | Request a copy

Abstract

This study investigates the relationship between metacognitive awareness and academic writing skills among university students learning English as a Foreign Language (EFL). It aims to determine whether students’ metacognitive abilities in writing correlate with their academic writing performance and to explore how students perceive and apply metacognitive strategies in practice. Adopting an explanatory sequential mixed-methods design, the research involved 68 sixth-semester students from the English Education Department at UIN Sunan Gunung Djati Bandung. Quantitative data were gathered using the Metacognitive Awareness Writing Questionnaire (MAWQ) and students’ academic writing scores, while qualitative data were collected through semi-structured interviews. The MAWQ demonstrated high reliability (Cronbach’s Alpha = 0.887). Quantitative analysis revealed that most students displayed a moderate level of metacognitive awareness and generally good writing performance, but the correlation test indicated no significant relationship between the two variables (r = 0.074, p > 0.05). In contrast, interview findings showed that students were able to articulate their awareness of writing strategies such as planning, monitoring, and revising, though this awareness was not always consistently applied in practice. This contradiction suggests a gap between students’ self-reported awareness and the effective implementation of metacognitive strategies in actual writing tasks. The study concludes that while EFL students recognize the importance of metacognition in writing, its inconsistent application limits the potential benefits for improving writing quality. These findings highlight the need for explicit instruction and practice in metacognitive strategy use to bridge the gap between awareness and performance.

Actions (login required)

View Item