Raising EFL Learners Metacognitive Awareness in a Writing Class by Using Analytic Writing Rubric
DOI:
https://doi.org/10.14738/assrj.311.2305Keywords:
EFL learners, analytic writing rubric, metacognitive awareness, ANOVAAbstract
This study aims to find if applying Analytic Writing Rubric is effective in improving EFL learners writing skill. Both quantitative analysis and qualitative analysis are employed in this study. The analytic writing rubric which includes content, coherence, cohesion, grammar, vocabulary, and mechanics, is applied to help students monitor their own learning. The result of one-way analysis of variance (ANOVA) shows that there is a significant difference between the Experimental Group and the Control Group. The students in the experimental group are trained to monitor their writing by using analytic writing rubric, while students in the control group are not. The result shows that applying Analytic Writing Rubric is effective in enhancing EFL learners metacognitive awareness, and hence, improves their writing skill. Analytic writing rubric is, in essence, a simple and clear criterion for students to monitor their own learning. Thus, it is encouraging to find that EFL learners can benefit a great deal by using Analytic writing rubric to improve their writing skill.
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