Mental Enlightenment Scientific-Methodological Journal


In the digital advanced technology age, online writing has become an important issue for research in the educational field. People write even if they socialise or look for some information in the Internet. This study reports on an investigation into the effect of explicit teaching of online metacognitive strategies on writing comprehension. This study was carried out on 30 female intermediate level EFL school teachers, who received 12 hours of instructive facilitation on essay and letter writing by a language teaching online Moodle platfom (www.skillsup) in Tashkent, Uzbekistan. The participants were assigned into the experimental and control groups. Before giving the instruction, the Online Survey of Writing Strategies (OSOWS) was administered in order to find out the online writing strategies used by EFL learners. In the experimental group, the researcher explicitly taught online metacognitive strategies through modeling whereas the method used for the control group was implicit and moodle platform-based. A pre-test post-test design was followed and the data were collected through online essay and letter writing tests. The results revealed that online essay and letter writing comprehension by the experimental group improved significantly. The findings show that explicit teaching of online metacognitive strategies could be beneficial in EFL intermediate classes.

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