Mémoires de Fin d’Etudes
Etablissement
Université de Biskra - Mohamed Khider
Affiliation
Département des Arts et des Langues Etrangères
Auteur
BOUSBAA, Samira
Directeur de thèse
MOUMENE Ahmed
Filière
Langue et Civilisation
Diplôme
Doctorat
Titre
Teaching Metacognitive Strategies for Improving Students’ Writing : A Case Study of Second -Year Students at the Department of English, University of Biskra
Mots clés
-Metacognitive Strategies – Writing Skill – Metacognitive Strategy Training
Résumé
This thesis attempts to shed light on an important issue which is related directly to the teaching of metacognitive strategies at the department of English, University of Biskra. Its major aim is to demonstrate the role of metacognitive strategies in improving the students’ writing skill. The ability to write with adequate proficiency is crucial for all students. However, many students fail to acquire adequate facility with writing for a variety of reasons. On of them is the way they are being taught the writing skill. Most teachers devote too little time to the teaching and practice of writing. They do teach the Written Expression module but they rarely show to students how to write. In fact, writing is a highly complex process that involves several brain mechanisms and specific abilities. Writing requires the ability to formulate ideas, organise and sequence them in logical order. Besides, the student as a writer has to know how to select the necessary vocabulary, grammar and punctuation to produce a meaningful, correct and legible piece of writing. All these abilities need more practice and training in using metacognitive strategies. The lack of exposure to metacognitive strategy training has a negative impact on the students’ writing. In higher education, all students have to end their studies by presenting some writing research on a given topic. Thus, how can these students succeed in writing their research papers if they haven’t been trained effectively and metacognitively? Most students find lots of difficulties when writing their research papers. They are able to choose suitable and interesting topics and do their research successfully. However, only a few of them are capable of arranging and monitoring their findings into a fluent, cohesive and coherent piece of writing. In such situation, a metacognitive approach to writing is vitally needed for improving students writing at the university level.
Statut
Validé