Metacognitive Strategies to Improve Critical Thinking and Learner Autonomy in Writing Argumentative Texts in Islamic Boarding Schools
Abstract
This study examines the effects of metacognitive strategies on critical thinking skills and learner autonomy in argumentative writing among students in Indonesian Islamic boarding schools (Mambaus Sholihin Gresik, Amanatul Ummah Mojokerto, Al-Amin Prenduan Madura, and Al-Rosyid Bojonegoro). This study uses mixed methods; the research integrated quantitative data from pre-tests and post-tests with qualitative insights from interviews, questionnaires, and observations to evaluate the strategies' effectiveness. Qualitative findings revealed that applying metacognitive strategies in a four-week argumentative writing module involving goal setting, monitoring, and reflection effectively improved students' critical thinking skills, independence, and writing abilities in Indonesian Islamic boarding schools. Quantitative results indicated that metacognitive strategies significantly enhanced students' abilities to construct coherent arguments and manage the writing process independently (F = 1.540, Sig. = 0.014). However, the overall impact on critical thinking skills and learner autonomy was not statistically significant. Theoretically, the findings confirm that metacognitive strategies enhance analytical and evaluation skills, emphasise the need for contextual adjustments, support the role of peer feedback in boosting metacognitive awareness, and underscore the value of integrating local values to enhance student motivation and independence. Future research should explore the long-term effects, involve more boarding schools, and consider contextual factors such as teacher roles and integration into the Islamic boarding school environment.
Downloads
Download data is not yet available.
References
[1] Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2021). The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts. SAGE Open, 11(2), 215824402110275. https://doi.org/10.1177/21582440211027561
[2] Al Ghazali, F. (2020). Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic. Studies in Self-Access Learning Journal, 11(3), 114–127. https://doi.org/10.37237/110302
[3] Ali, S. M., & Hasanah, N. (2024). Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries International Journal of Multicultural and Multireligious Understanding Using Problem Based Learning (PBL) in Improving Writing Skill at Boarding School. International Journal of Multicultural and Multireligious Understanding, 11(01), 212–221. https://doi.org/10.18415/ijmmu.v11i1.5276
[4] Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6), 6881–6899. https://doi.org/10.1007/s10639-021-10518-y
[5] Arroyo González, R., Fernández-Lancho, E., & de la Hoz-Ruiz, J. (2021). Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring. Journal of Information Technology Education: Research, 20, 087–116. https://doi.org/10.28945/4705
[6] Aziz, I. N., Setyosari, P., Widiati, U., & Ulfa, S. (2022). Using Metacognitive Writing Strategies to Improve Scientific Article Writing Skills. International Journal of Early Childhood, 14(03). https://doi.org/10.9756/INT-JECSE/V1413.40
[7] Bakar, M. A. A., & Ismail, N. (2020). Mathematical Instructional: A Conceptual of Redesign of Active Learning with Metacognitive Regulation Strategy. International Journal of Instruction, 13(3), 633–648. https://doi.org/10.29333/iji.2020.13343a
[8] Benetos, K., & Betrancourt, M. (2020). ’Digital authoring support for argumentative writing: what does it change? Journal of Writing Research, 12(vol. 12 issue 1), 263–290. https://doi.org/10.17239/jowr-2020.12.01.09
[9] Boggu, A. T., & Sundarsingh, J. (2019). An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students. Journal of Language Teaching and Research, 10(1), 204. https://doi.org/10.17507/jltr.1001.23
[10] Boonma, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics, 10(1), 194–205. https://doi.org/10.17509/IJAL.V10I1.25037
[11] Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759
[12] Boström, L., Collén, C., Damber, U., & Gidlund, U. (2021). A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education. Education Sciences, 11(11), 721. https://doi.org/10.3390/educsci11110721
[13] Bukhori Muslim, A., Arroisi, J., Jan, J. M., & Ramazani, R. (2024). Indonesian pesantren -affiliated higher education: universal Islamic values to develop locally engaged but globally oriented multilingual graduates. Research in Post-Compulsory Education, 29(1), 1–20. https://doi.org/10.1080/13596748.2023.2285633
[14] Cai, Y., King, R. B., Law, W., & McInerney, D. M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 74, 101750. https://doi.org/10.1016/j.lindif.2019.06.004
[15] Cao, Z., & Lin, Y. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), 127. https://doi.org/10.5539/elt.v13n4p127
[16] Cer, E. (2019). The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open, 9(2), 215824401984268. https://doi.org/10.1177/2158244019842681
[17] Chiang et.al. (2011). Research Methods in Psychology Research Methods in Psychology. In Psychology.
[18] Chong, S. W., & Reinders, H. (2022). Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research, 136216882210758. https://doi.org/10.1177/13621688221075812
[19] Dizon, G., & Tang, D. (2020). Intelligent personal assistants for autonomous second language learning: An investigation of Alexa. The JALT CALL Journal, 16(2), 107–120. https://doi.org/10.29140/jaltcall.v16n2.273
[20] Febriani, S. R., Wargadinata, W., & Arifin, Z. (2021). The Philosophy of Language Acquisition in Stephen Krashen’s Theory based Multiple Intelligences Classroom. International Journal of Arabic Language Teaching, 3(01), 1–14. https://doi.org/10.32332/ijalt.v3i01.2417
[21] Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy? European Journal of Educational Research, volume-8-2(volume8-issue4.html), 983–997. https://doi.org/10.12973/eu-jer.8.4.983
[22] Handayani, I., Lustiyantie, N., & Chaeruman, U. (2022). Self Determined Learning Practice in English Speaking Class: A Heutagogical Perspective in EFL Class. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 8(1), 9–18. https://doi.org/10.21009/IJLECR.081.02
[23] Hughes, J. A., Cleven, A. J., Ross, J., Fuentes, D. G., Elbarbry, F., Suzuki, M., Della Paolera, M., Carter, N. S., Stamper, B., Low, P., Malhotra, A., & Faro, S. J. E. (2019). A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals. American Journal of Pharmaceutical Education, 83(3), 6554. https://doi.org/10.5688/ajpe6554
[24] Huvard, H., Talbot, R. M., Mason, H., Thompson, A. N., Ferrara, M., & Wee, B. (2020). Science identity and metacognitive development in undergraduate mentor-teachers. International Journal of STEM Education, 7(1), 31. https://doi.org/10.1186/s40594-020-00231-6
[25] Idris, N., Md Isa, H., Zakaria, N. N. N., Mohd Taib, N. A., Ismail, S., & Rahmat, N. H. (2022). An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning. International Journal of Academic Research in Business and Social Sciences, 12(2). https://doi.org/10.6007/IJARBSS/v12-i2/12152
[26] John W. Creswell. (2009). Research Design Qualitative, quantitative, mix-method (pp. 137–161).
[27] Kallio, H., Virta, K., & Kallio, M. (2018). Modelling the Components of Metacognitive Awareness. International Journal of Educational Psychology, 7(2), 94. https://doi.org/10.17583/ijep.2018.2789
[28] Kharroubi, S., & ElMediouni, A. (2024). Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration. International Journal of Language and Literary Studies, 6(2), 276–296. https://doi.org/10.36892/ijlls.v6i2.1649
[29] Kurniawati, N., Sugaryamah, D., & Hasanah, A. (2020). Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills. Journal of Education and Learning (EduLearn), 14(2), 234–247. https://doi.org/10.11591/edulearn.v14i2.15084
[30] Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
[31] Li, X., & Liu, J. (2024). Validating a critical thinking ability questionnaire for EFL learners. Thinking Skills and Creativity, 51, 101442. https://doi.org/10.1016/j.tsc.2023.101442
[32] Liu, Y. (2020). Effects of Metacognitive Strategy Training on Chinese Listening Comprehension. Languages, 5(2), 21. https://doi.org/10.3390/languages5020021
[33] Lodico, M., Spaulding, D. & Voegtle, K. (2010). Methods in Educational Research: From Theory to Practice, 2nd Edition. In The Canadian Journal of Action Research.
[34] Meijer, J., Sleegers, P., Elshout-Mohr, M., Daalen-Kapteijns, M. van, Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31–52. https://doi.org/10.1080/00131881.2013.767024
[35] Muhammad. (2020). Promoting students’ autonomy through online learning media in efl class. International Journal of Higher Education, 9(4), 320–331. https://doi.org/10.5430/ijhe.v9n4p320
[36] Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The Effect of Metacognitive Strategies Implementation on Students’ Reading Comprehension Achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
[37] Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3), 656–666. https://doi.org/10.17509/ijal.v10i3.31752
[38] Nguyen, S. Van, & Habók, A. (2021). Designing and validating the learner autonomy perception questionnaire. Heliyon, 7(4), e06831. https://doi.org/10.1016/j.heliyon.2021.e06831
[39] O’Loughlin, V. D., & Griffith, L. M. (2020). Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course. Anatomical Sciences Education, 13(6), 680–693. https://doi.org/10.1002/ase.1945
[40] O’malley, J. M., & Anna Uhl Chamot. (2021). Metacognitive Listening Strategies and Note-taking for EFL Writing Efficiency. 269–282.
[41] Palupi, B. S., Subiyantoro, S., Triyanto, T., & Rukayah, R. (2020). Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study. International Journal of Emerging Technologies in Learning (IJET), 15(01), 200. https://doi.org/10.3991/ijet.v15i01.11487
[42] Ramadhanti, D., & Yanda, D. P. (2021). Students’ Metacognitive Awareness and Its Impact on Writing Skill. International Journal of Language Education, 5(3), 193. https://doi.org/10.26858/ijole.v5i3.18978
[43] Ramadhiyah, S., & Lengkanawati, N. S. (2019). Exploring EFL learner autonomy in the 2013 Curriculum implementation. Indonesian Journal of Applied Linguistics, 9(1), 231–240. https://doi.org/10.17509/ijal.v9i1.15626
[44] Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1), 9. https://doi.org/10.1186/s40594-020-00208-5
[45] Salih, A. A. (2021). Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective. Theory and Practice in Language Studies, 11(12), 1571–1580. https://doi.org/10.17507/tpls.1112.09
[46] Sato, T. (2022). Assessing critical thinking through L2 argumentative essays: an investigation of relevant and salient criteria from raters’ perspectives. Language Testing in Asia, 12(1), 9. https://doi.org/10.1186/s40468-022-00159-4
[47] Shih, H. J., & Huang, S. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420
[48] Sugiyono. (2018). Metode Penelitian Kualitatif (2nd ed.). Alfabeta.
[49] Sun, Q., & Zhang, L. J. (2023). Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance. Current Psychology, 42(27), 23743–23758. https://doi.org/10.1007/s12144-022-03416-0
[50] Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4
[51] Tran, T. Q., & Duong, T. M. (2018). EFL learners’ perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 41(1), 194–199. https://doi.org/10.1016/j.kjss.2018.02.009
[52] Wang, X., & Zhang, W. (2022). Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode. SAGE Open, 12(1), 215824402110711. https://doi.org/10.1177/21582440211071108
[53] Werdiningsih, D., Al-Rashidi, A. H., & Azami, M. I. (2022). The Development of Metacognitive Models to Support Students’ Autonomous Learning: Lessons from Indonesian Primary Schools. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/6102282
[54] Yang, R. (2022). An empirical study of claims and qualifiers in ESL students’ argumentative writing based on Toulmin model. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 6. https://doi.org/10.1186/s40862-022-00133-w
[55] Zhang, T., & Zhang, L. J. (2021). Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability, 13(21), 11616. https://doi.org/10.3390/su132111616
[56] Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275
[57] Zhao, C. G., & Liao, L. (2021). Metacognitive strategy use in L2 writing assessment. System, 98, 102472. https://doi.org/10.1016/j.system.2021.102472
[58] Zohrabi, M., & Khalili, A. (2024). A Cross-Cultural Study into the Utility of Diverse Written Corrective Feedback Strategies in Medicine Students’ ESP Writing Courses. International Journal of Society, Culture, & Language, 12(02), 150–169. https://doi.org/10.22034/ijscl.2024.2025600.3436
[2] Al Ghazali, F. (2020). Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic. Studies in Self-Access Learning Journal, 11(3), 114–127. https://doi.org/10.37237/110302
[3] Ali, S. M., & Hasanah, N. (2024). Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries International Journal of Multicultural and Multireligious Understanding Using Problem Based Learning (PBL) in Improving Writing Skill at Boarding School. International Journal of Multicultural and Multireligious Understanding, 11(01), 212–221. https://doi.org/10.18415/ijmmu.v11i1.5276
[4] Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6), 6881–6899. https://doi.org/10.1007/s10639-021-10518-y
[5] Arroyo González, R., Fernández-Lancho, E., & de la Hoz-Ruiz, J. (2021). Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring. Journal of Information Technology Education: Research, 20, 087–116. https://doi.org/10.28945/4705
[6] Aziz, I. N., Setyosari, P., Widiati, U., & Ulfa, S. (2022). Using Metacognitive Writing Strategies to Improve Scientific Article Writing Skills. International Journal of Early Childhood, 14(03). https://doi.org/10.9756/INT-JECSE/V1413.40
[7] Bakar, M. A. A., & Ismail, N. (2020). Mathematical Instructional: A Conceptual of Redesign of Active Learning with Metacognitive Regulation Strategy. International Journal of Instruction, 13(3), 633–648. https://doi.org/10.29333/iji.2020.13343a
[8] Benetos, K., & Betrancourt, M. (2020). ’Digital authoring support for argumentative writing: what does it change? Journal of Writing Research, 12(vol. 12 issue 1), 263–290. https://doi.org/10.17239/jowr-2020.12.01.09
[9] Boggu, A. T., & Sundarsingh, J. (2019). An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students. Journal of Language Teaching and Research, 10(1), 204. https://doi.org/10.17507/jltr.1001.23
[10] Boonma, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics, 10(1), 194–205. https://doi.org/10.17509/IJAL.V10I1.25037
[11] Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9–38. https://doi.org/10.1177/1362168817725759
[12] Boström, L., Collén, C., Damber, U., & Gidlund, U. (2021). A Rapid Transition from Campus to Emergent Distant Education; Effects on Students’ Study Strategies in Higher Education. Education Sciences, 11(11), 721. https://doi.org/10.3390/educsci11110721
[13] Bukhori Muslim, A., Arroisi, J., Jan, J. M., & Ramazani, R. (2024). Indonesian pesantren -affiliated higher education: universal Islamic values to develop locally engaged but globally oriented multilingual graduates. Research in Post-Compulsory Education, 29(1), 1–20. https://doi.org/10.1080/13596748.2023.2285633
[14] Cai, Y., King, R. B., Law, W., & McInerney, D. M. (2019). Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 74, 101750. https://doi.org/10.1016/j.lindif.2019.06.004
[15] Cao, Z., & Lin, Y. (2020). A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students. English Language Teaching, 13(4), 127. https://doi.org/10.5539/elt.v13n4p127
[16] Cer, E. (2019). The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open, 9(2), 215824401984268. https://doi.org/10.1177/2158244019842681
[17] Chiang et.al. (2011). Research Methods in Psychology Research Methods in Psychology. In Psychology.
[18] Chong, S. W., & Reinders, H. (2022). Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research, 136216882210758. https://doi.org/10.1177/13621688221075812
[19] Dizon, G., & Tang, D. (2020). Intelligent personal assistants for autonomous second language learning: An investigation of Alexa. The JALT CALL Journal, 16(2), 107–120. https://doi.org/10.29140/jaltcall.v16n2.273
[20] Febriani, S. R., Wargadinata, W., & Arifin, Z. (2021). The Philosophy of Language Acquisition in Stephen Krashen’s Theory based Multiple Intelligences Classroom. International Journal of Arabic Language Teaching, 3(01), 1–14. https://doi.org/10.32332/ijalt.v3i01.2417
[21] Ghufron, M. A., & Nurdianingsih, F. (2019). Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy? European Journal of Educational Research, volume-8-2(volume8-issue4.html), 983–997. https://doi.org/10.12973/eu-jer.8.4.983
[22] Handayani, I., Lustiyantie, N., & Chaeruman, U. (2022). Self Determined Learning Practice in English Speaking Class: A Heutagogical Perspective in EFL Class. IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW, 8(1), 9–18. https://doi.org/10.21009/IJLECR.081.02
[23] Hughes, J. A., Cleven, A. J., Ross, J., Fuentes, D. G., Elbarbry, F., Suzuki, M., Della Paolera, M., Carter, N. S., Stamper, B., Low, P., Malhotra, A., & Faro, S. J. E. (2019). A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals. American Journal of Pharmaceutical Education, 83(3), 6554. https://doi.org/10.5688/ajpe6554
[24] Huvard, H., Talbot, R. M., Mason, H., Thompson, A. N., Ferrara, M., & Wee, B. (2020). Science identity and metacognitive development in undergraduate mentor-teachers. International Journal of STEM Education, 7(1), 31. https://doi.org/10.1186/s40594-020-00231-6
[25] Idris, N., Md Isa, H., Zakaria, N. N. N., Mohd Taib, N. A., Ismail, S., & Rahmat, N. H. (2022). An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning. International Journal of Academic Research in Business and Social Sciences, 12(2). https://doi.org/10.6007/IJARBSS/v12-i2/12152
[26] John W. Creswell. (2009). Research Design Qualitative, quantitative, mix-method (pp. 137–161).
[27] Kallio, H., Virta, K., & Kallio, M. (2018). Modelling the Components of Metacognitive Awareness. International Journal of Educational Psychology, 7(2), 94. https://doi.org/10.17583/ijep.2018.2789
[28] Kharroubi, S., & ElMediouni, A. (2024). Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration. International Journal of Language and Literary Studies, 6(2), 276–296. https://doi.org/10.36892/ijlls.v6i2.1649
[29] Kurniawati, N., Sugaryamah, D., & Hasanah, A. (2020). Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills. Journal of Education and Learning (EduLearn), 14(2), 234–247. https://doi.org/10.11591/edulearn.v14i2.15084
[30] Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2021). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
[31] Li, X., & Liu, J. (2024). Validating a critical thinking ability questionnaire for EFL learners. Thinking Skills and Creativity, 51, 101442. https://doi.org/10.1016/j.tsc.2023.101442
[32] Liu, Y. (2020). Effects of Metacognitive Strategy Training on Chinese Listening Comprehension. Languages, 5(2), 21. https://doi.org/10.3390/languages5020021
[33] Lodico, M., Spaulding, D. & Voegtle, K. (2010). Methods in Educational Research: From Theory to Practice, 2nd Edition. In The Canadian Journal of Action Research.
[34] Meijer, J., Sleegers, P., Elshout-Mohr, M., Daalen-Kapteijns, M. van, Meeus, W., & Tempelaar, D. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31–52. https://doi.org/10.1080/00131881.2013.767024
[35] Muhammad. (2020). Promoting students’ autonomy through online learning media in efl class. International Journal of Higher Education, 9(4), 320–331. https://doi.org/10.5430/ijhe.v9n4p320
[36] Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The Effect of Metacognitive Strategies Implementation on Students’ Reading Comprehension Achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
[37] Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3), 656–666. https://doi.org/10.17509/ijal.v10i3.31752
[38] Nguyen, S. Van, & Habók, A. (2021). Designing and validating the learner autonomy perception questionnaire. Heliyon, 7(4), e06831. https://doi.org/10.1016/j.heliyon.2021.e06831
[39] O’Loughlin, V. D., & Griffith, L. M. (2020). Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course. Anatomical Sciences Education, 13(6), 680–693. https://doi.org/10.1002/ase.1945
[40] O’malley, J. M., & Anna Uhl Chamot. (2021). Metacognitive Listening Strategies and Note-taking for EFL Writing Efficiency. 269–282.
[41] Palupi, B. S., Subiyantoro, S., Triyanto, T., & Rukayah, R. (2020). Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study. International Journal of Emerging Technologies in Learning (IJET), 15(01), 200. https://doi.org/10.3991/ijet.v15i01.11487
[42] Ramadhanti, D., & Yanda, D. P. (2021). Students’ Metacognitive Awareness and Its Impact on Writing Skill. International Journal of Language Education, 5(3), 193. https://doi.org/10.26858/ijole.v5i3.18978
[43] Ramadhiyah, S., & Lengkanawati, N. S. (2019). Exploring EFL learner autonomy in the 2013 Curriculum implementation. Indonesian Journal of Applied Linguistics, 9(1), 231–240. https://doi.org/10.17509/ijal.v9i1.15626
[44] Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1), 9. https://doi.org/10.1186/s40594-020-00208-5
[45] Salih, A. A. (2021). Investigating Rhetorical Aspects of Writing Argumentative Essays and Persuasive Posters: Students’ Perspective. Theory and Practice in Language Studies, 11(12), 1571–1580. https://doi.org/10.17507/tpls.1112.09
[46] Sato, T. (2022). Assessing critical thinking through L2 argumentative essays: an investigation of relevant and salient criteria from raters’ perspectives. Language Testing in Asia, 12(1), 9. https://doi.org/10.1186/s40468-022-00159-4
[47] Shih, H. J., & Huang, S. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755–784. https://doi.org/10.1080/09588221.2019.1590420
[48] Sugiyono. (2018). Metode Penelitian Kualitatif (2nd ed.). Alfabeta.
[49] Sun, Q., & Zhang, L. J. (2023). Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance. Current Psychology, 42(27), 23743–23758. https://doi.org/10.1007/s12144-022-03416-0
[50] Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4
[51] Tran, T. Q., & Duong, T. M. (2018). EFL learners’ perceptions of factors influencing learner autonomy development. Kasetsart Journal of Social Sciences, 41(1), 194–199. https://doi.org/10.1016/j.kjss.2018.02.009
[52] Wang, X., & Zhang, W. (2022). Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode. SAGE Open, 12(1), 215824402110711. https://doi.org/10.1177/21582440211071108
[53] Werdiningsih, D., Al-Rashidi, A. H., & Azami, M. I. (2022). The Development of Metacognitive Models to Support Students’ Autonomous Learning: Lessons from Indonesian Primary Schools. Education Research International, 2022, 1–12. https://doi.org/10.1155/2022/6102282
[54] Yang, R. (2022). An empirical study of claims and qualifiers in ESL students’ argumentative writing based on Toulmin model. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 6. https://doi.org/10.1186/s40862-022-00133-w
[55] Zhang, T., & Zhang, L. J. (2021). Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement. Sustainability, 13(21), 11616. https://doi.org/10.3390/su132111616
[56] Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275
[57] Zhao, C. G., & Liao, L. (2021). Metacognitive strategy use in L2 writing assessment. System, 98, 102472. https://doi.org/10.1016/j.system.2021.102472
[58] Zohrabi, M., & Khalili, A. (2024). A Cross-Cultural Study into the Utility of Diverse Written Corrective Feedback Strategies in Medicine Students’ ESP Writing Courses. International Journal of Society, Culture, & Language, 12(02), 150–169. https://doi.org/10.22034/ijscl.2024.2025600.3436
Published
2024-08-01
How to Cite
AZIZ, Imam Nur et al.
Metacognitive Strategies to Improve Critical Thinking and Learner Autonomy in Writing Argumentative Texts in Islamic Boarding Schools.
Al-Hayat: Journal of Islamic Education, [S.l.], v. 8, n. 2, p. 788-803, aug. 2024.
ISSN 2599-3046.
Available at: <https://alhayat.or.id/index.php/alhayat/article/view/671>. Date accessed: 27 mar. 2025.
Section
Articles
This work is licensed under a Creative Commons Attribution 4.0 International License.
