Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers’ Critical Thinking Skills
Open accessAbstract
The metacognitive awareness and critical thinking skills were essential to be subjected to the prospective teachers to regulate their learning and train how to practice writing effectively. This study was aimed at developing the model of the metacognitive writing strategy to improve prospective teachers’ writing skills viewed from critical thinking skills in Indonesian higher education. To attain the research aim, the research and development (R&D) study was employed. The stages of R&D design included defining, designing, developing, and disseminating. To attest to the effectiveness of the metacognitive writing strategy, the researcher used a quasi-experimental design in the form of pre-test and post-test control group design. The prospective teachers were divided into two groups, the experimental and control group. The experimental group was treated using the metacognitive writing strategy, while the control group was taught using the conventional strategy. The instruments of collecting data used the metacognitive writing test and critical thinking test. Then, the data were analysed using descriptive and inferential statistical devices. The results of the study showed that the metacognitive writing strategy can help prospective teachers to regulate their learning activities in terms of what and how to write in the class. At the top of that, they are able to compose good exposition texts. It was proven that the average score of learners in the experimental class was higher than those on the control class. The research findings were elaborated in the research discussion.
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Metacognition consistently emerges as an essential determinant in promoting critical thinking.
“In parallel, metacognition consistently emerges as an essential determinant in promoting critical thinking.”
From Determining Factors for the Development of Critical Thinking in Higher Education (2025) · cites this paper as Kazemian et al. 2021
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Cited by
Sorted by citations
Determining Factors for the Development of Critical Thinking in Higher Education
Jaramillo Gómez, D. L., Álvarez Maestre, A. J., Parada Trujillo, A. E., Pérez Fuentes, C. A., Bedoya Ortiz, D. H., & Sanabria Alarcón, R. K. (2025) · Journal of Intelligence · doi:10.3390/jintelligence13060059 · Cited by 50 · see citing works
“However, these initiatives require an institutional environment that values inquiry and debate, as well as teachers prepared to guide and provide feedback on complex reasoning processes (Kazemian et al. 2021; Koseni et al. 2025; Nuritdinov 2024; Tsopra et al. 2023).”
- Authors
- Kazemian, M., Irawan, L. A., & Haerazi, H.
- Affiliations
- Guilan University of Medical Sciences (IR)
- Venue
- Journal of Language and Literature Studies
- Published
- 2021-05-30
- Volume
- 1
- Issue
- 1
- Pages
- 15-28
- ISSN
- 2808-1099 (ISSN-L)
- OpenAlex
- W4296749998
- Cited by
- 31
- References
- 55
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 5 · 2023: 17 · 2022: 4
- FWCI
- 9.54
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Language and Literature Studies (publishedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Writing and Handwriting Education
- Keywords
- writing skills, critical thinking skills, pre-service teachers, teacher professional development, metacognitive awareness, writing instruction, Indonesian higher education
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