INTRODUCTION
Rationale of the study
Proficiency in English has gained significant importance in Vietnam, driven by the growing demands in higher education, employment opportunities, business ventures, and the pursuit of studies abroad (Trinh & Nguyen, 2014).
Writing is often regarded as a complex skill, particularly for non-native speakers, due to limited exposure to writing activities and resources (2014) Tangpermpoon (2008) attributes this complexity to the various tasks EFL students must manage during writing, such as selecting appropriate vocabulary and adhering to grammatical rules Ibrahim (2006) emphasizes that writing poses challenges for both native and non-native speakers, as writers must simultaneously consider multiple elements, including content, organization, and audience Ejraee, Baradaran, and Sharif (2014) highlight the importance of writing skills for EFL students across all educational levels Recent ETS test results indicate that Vietnamese test-takers struggle most with writing, a situation linked to the low quality of English language instruction in Vietnam (Hoang, 2010) and the specific challenges of teaching EFL writing (Nguyen, 2009) To address these issues, Ahn (2014) suggests a reevaluation of writing instruction by educators and students Numerous studies reveal that English teachers are actively seeking more effective writing teaching methods (Ibrahim, 2006; Watson, 2005).
The cognitive meta-linguistic approach to teaching writing skills to EFL learners, as outlined by Huynh (2014), emphasizes the enhancement of learners' meta-knowledge of grammatical constructions to improve their writing abilities This approach focuses on selecting specific grammatical features that aid in developing this meta-knowledge, serving as a foundational step in advancing writing skills By explicitly teaching grammatical constructions, learners can better integrate this knowledge into their writing practice Consequently, writing is redefined as a pedagogical process that connects various language components, rather than an isolated task, fostering a more holistic understanding of language use (Kennedy, 1994).
Grammar plays a crucial role in achieving successful writing, as highlighted by Mwakapina (2016) Numerous studies have demonstrated a strong positive correlation between students' academic performance and their proficiency in grammar and writing (Johns, 1997; Jordan, 1997; Lee & Schallert, 1997; Byrd & Reid, 1998; Zhou).
2009) In other words, the competence in grammatical constructions such as sentence construction and punctuation skills, tenses, linking signals and paragraph crafting is a powerful determinant in EFL learners‟ writing competence
The researcher conducted a study titled “Improving Writing Skills Among Students at a High School in Hanoi by Adopting a Cognitive Meta-Linguistics Approach to Teaching English Grammatical Constructions.” This research aims to investigate the impact of utilizing a cognitive meta-linguistic approach on the writing performance of ESL students, specifically focusing on English grammatical constructions.
Aims and objectives of the study
This current research aims at examining the effects of cognitive meta- linguistic approach in teaching English grammatical constructions on high school students‟ writing competence in the EFL context
In order to achieve the overall aim, the following specific objectives are generated:
To examine and evaluate the effects of implementing a cognitive meta- linguistic approach in teaching English grammatical constructions on high school students‟ writing skills
To explore the difficulties encountered by teachers in implementing cognitive meta-linguistic approach in teaching English grammatical constructions
To explore the students‟ attitudes towards the use of cognitive meta- linguistic approach in teaching English grammatical constructions during writing acquisition.
Research questions
The following research questions are derived from the aim and objectives of the study:
1) To which extent does the cognitive meta- linguistic approach used in teaching English grammatical constructions enhance high school students‟ writing skills?
2) What difficulties does the teacher encounter when adopting the cognitive meta- linguistic approach in teaching English grammatical constructions to improve students‟ writing skills?
3) What are the students‟ attitudes towards the use of the cognitive meta- linguistic approach in teaching English grammatical constructions to enhance their writing skills?
Scope of the study
The study involved 40 tenth-grade students from a high school in Ha Noi, Vietnam, where the researcher was an English teacher This school was selected for its accessibility to participants and the researcher's familiarity with the students and the conventional English teaching methods employed there The participants were part of the 2019-2020 academic year, and the English 10 textbook served as the primary resource for lesson planning, incorporating a cognitive meta-linguistic approach to teaching English grammatical constructions.
This study concentrated on teaching four essential English grammatical constructions—Subject-Verb (SV), Subject-Verb-Object (SVO), Subject-Verb-Adjective (SVA), and Subject-Verb-Complement (SVC)—to high school students at the A2 CEFR level over an 8-week period The findings indicate significant improvements in students' writing, specifically in terms of complexity, accuracy, and fluency.
Methods of the study
The study employed an action research approach, involving a sample of 40 tenth-grade students from a high school in Hanoi Data collection methods included questionnaires, interviews, tests, and diaries, with diaries specifically used to identify challenges faced by the researcher in implementing a cognitive meta-linguistic approach to teaching grammar Both quantitative and qualitative analyses were conducted, with quantitative data derived from students' writing test scores and a 5-point Likert scale questionnaire, while qualitative insights were gathered from interviews with 10 students and the teacher's diaries.
Significance of the study
This study explores the enhancement of writing skills through a cognitive meta-linguistic approach in teaching English grammar, while also assessing students' attitudes towards this method during writing acquisition It offers valuable insights into improving writing and grammar usage in essays, contributing to the knowledge base of second and foreign language education Additionally, the research highlights challenges in implementing this approach, providing L2 teachers and students with effective pedagogical techniques to enhance their teaching practices.
This study aims to enhance meta-linguistic awareness among teachers and students in a selected high school, ultimately improving English writing skills By fostering a deeper understanding of writing processes and suggesting effective teaching methods based on cognitive meta-linguistic approaches, the research seeks to drive positive changes in English instruction and learning outcomes Enhanced performance in English writing is expected to be a key benefit of this initiative.
Definitions of key items
Writing is a vital communication skill that enables students to express their thoughts and emotions on paper, organize their knowledge and beliefs into persuasive arguments, and effectively convey meaning through well-structured texts.
The cognitive meta-linguistic approach in language teaching emphasizes providing learners with meta-linguistic knowledge prior to its application in their language production This method enhances understanding and facilitates the proceduralization of language skills, ultimately improving overall language proficiency.
Grammatical construction: a group of words that form a constituent of a sentence and are considered as a single unit.
The structure of the thesis
This thesis includes five chapters as follows:
Chapter 1 is Introduction The chapter presents the rationale, aims and objectives of the research; research questions; scope of study; method; significance of the research, definitions of key terms and structure of the thesis Chapter 2 is dedicated to Literature Review The chapter is divided into four sections including the theoretical concepts and issues fundamental to the study: cognitive meta- linguistic approach to teaching grammar, writing skills, grammatical constructions, and the teaching and learning of grammar The application of a cognitive meta- linguistic approach to teaching grammatical constructions to improve students‟ writing skills is discussed to shed light on the research methodology Previous studies related to the current research are also reviewed to arrive at the gap for the research
Chapter 3 is Research Methodology The chapter presents the research questions, research approach, research setting, sample and sampling procedures, principles/ criteria for intended data collection, and data analysis
Chapter 4 is intended for presenting data analysis and discussion
Chapter 5 is the conclusion of the study.
LITERATURE REVIEW
Theoretical background
The cognitive meta-linguistic approach (CMA) focuses on developing metalinguistic awareness among second language (L2) learners To fully grasp CMA, it is essential to first understand metalinguistic awareness and its associated concepts, including metalinguistic knowledge and metalingual knowledge, as the term "metalingual" carries a distinct meaning compared to "metalinguistic." Additionally, explicit knowledge plays a crucial role in this framework.
Regarding metalinguistic awareness, it first attracted attention from developmental psychologists, developmental psycho-linguists, and educators (Pratt
Metalinguistic awareness, highlighted by Grieve (1984) and later emphasized by Liu (2005), is a crucial self-awareness skill that educators can foster in ESL/EFL classrooms Various definitions exist, but Tunmer and Herriman's (1984:12) definition stands out as particularly comprehensive.
Metalinguistic awareness refers to the ability to analyze and manipulate the structural aspects of spoken language, allowing individuals to view language as an object of thought rather than merely a tool for communication This awareness enables one to recognize and deconstruct the journey of speech, from the acoustic signal to the speaker's intended meaning, fostering a deeper understanding of language use.
Metalinguistic awareness is the capacity to comprehend language in a more explicit manner, allowing individuals to objectify and manipulate it beyond basic functional use This skill goes beyond simple knowledge of language; it includes a heightened sensitivity and consciousness regarding the nature of language itself (Donmall, 1985).
Researches focusing on the understanding of metalinguistic awareness, a growing body of research, have worked on metalinguistic knowledge or explicit knowledge (i.e Alderson, Steel, & Clapham, 1997; Bialystok & Ryan, 1985; Elder
Metalinguistic knowledge, as defined by Roehr (2008), is the declarative awareness of language structures that learners can articulate verbally This knowledge enables learners to consciously test their hypotheses about language during the learning process Verbalizing metalinguistic knowledge involves using metalanguage, which includes basic grammar terms like "noun" and "verb," specialized linguistic terminology such as "phonotactics," and general language descriptors like "mean" or "correct" (Ellis, 2016) Essentially, an L2 learner with strong metalinguistic knowledge can effectively explain grammar rules and identify components of sentences or utterances.
Metalinguistic knowledge, despite its acknowledged benefits, has often been marginalized in L2 classrooms due to skepticism surrounding formal grammar instruction, particularly influenced by the Communicative Language Teaching (CLT) movement (Berry, 2009) CLT practitioners viewed metalinguistic approaches as reminiscent of traditional methods like grammar-translation, leading to their diminished emphasis in CLT-oriented classrooms, especially those adhering strictly to CLT principles (Elder & Manwaring, 2004) In these environments, the focus shifted towards developing communicative competence—the ability to use the target language effectively—rather than prioritizing grammatical competence (Richards & Rodgers, 2001).
Mohammed (1996) argued that grammar instruction focused on linguistic terms and concepts is ineffective in enhancing or altering the rules that learners discover through their own natural processes of hypothesis formation and testing He emphasized that such terminology adds an unnecessary learning burden and exists as a separate body of knowledge, disconnected from how individuals actually process language (p 283).
Recent research indicates that metalinguistic knowledge plays a significant role in second language (L2) learning, particularly for adolescent and adult learners in classroom environments Studies by Butler (2002), Elder and Manwaring (2004), and Roehr (2007) highlight the importance of this knowledge, suggesting a resurgence in the value of grammar and form-focused instruction in language education.
Hu (2002) provided empirical evidence supporting the mobilization of explicit knowledge in second language (L2) use among young adult learners, highlighting that real-time access to this knowledge is influenced by various interacting psychological factors Additionally, research by Ellis (2006), Elder and Manwaring (2004), and Roehr (2007) revealed significant correlations between university students' explicit knowledge of different L2 structures and their overall L2 proficiency.
Research by DeKeyser (1997) and others in 2005 has shown that cognitively mature learners can significantly automatize their explicit knowledge, improving its accessibility in second language (L2) usage Consequently, the Cognitive-Maturational Approach (CMA) has established its relevance in ESL/EFL research, making it a valuable focus for this action research study.
To enhance language acquisition, learners must be trained in metacognitive skills through targeted learning activities It is essential for educational systems, technical proposals, and teaching methods to incorporate metacognitive approaches Additionally, clarifying the application of these techniques in the teaching process is crucial in today's context According to Brown (1978), metacognitive skills encompass several key components: assessing task difficulty through guessing, planning the necessary steps to complete a task, executing the knowledge required to meet learning goals, and evaluating the requirements to summarize the problem effectively.
Researchers identify several essential metacognitive skills, including knowledge monitoring, task prediction, action strategy selection, planning, planning process monitoring, monitoring and adjustment, and evaluation skills.
2.1.2 Teaching and learning English grammar
Nazav and Sama (2017) categorize grammar teaching into two main definitions: narrow and broad The narrow definition refers to traditional grammar teaching, which focuses on the presentation and practice of specific grammatical structures (Ellis, 2006:84) In contrast, the broad definition encompasses various instructional techniques that direct learners' attention to particular grammatical forms, aiding their meta-linguistic understanding and enhancing comprehension and production for internalization (Ellis, 2006:84).
According to Takala (2016), learning a language fundamentally involves mastering its grammar, which is considered central to the learning process (Greenbaum and Nelson, 2002) This has led to the debate among ESL practitioners regarding the best methods for teaching grammar, with two primary approaches identified: the inductive approach and the deductive approach (Thornbury, 1999) In the inductive approach, learners discover grammatical rules through examples and practice rather than through explicit instruction.
Teachers can engage students in a new grammar topic by utilizing leading questions before introducing the subject matter themselves (Takala, 2016) In contrast, the deductive approach adheres to the traditional grammar translation method, which is associated with explicit teaching and the presentation-practice-production (PPP) model (Takala, 2016).
Nassaji and Fotos (2011:4) explain that the PPP model consists of a structured three-stage sequence for grammar instruction: (1) a presentation stage,
Previous studies
2.2.1 Previous studies in international context
A study by Pitenoee, Modaberi, and Ardestani (2017) examined the impact of cognitive and metacognitive writing strategies on the writing content of Iranian Intermediate EFL learners Seventy-five participants from two private language institutes in Golestan, Iran, were randomly assigned to three groups: two experimental groups (cognitive and metacognitive) and one control group, each with 25 students The researchers utilized the Nelson test, a pre-post test instrument, and writing scoring criteria for assessment Findings revealed that both cognitive and metacognitive strategies significantly enhanced the quality of students' writing, with the metacognitive approach proving more effective than the cognitive approach The study suggests that incorporating cognitive and metacognitive strategies into writing instruction can greatly benefit EFL learners.
Jarrah, Mansor, and Rashid (2018) explored the effects of metacognitive strategies on the writing performance of Jordanian EFL learners by studying 44 final-year students from Al-Mazar Irbid secondary school Utilizing both qualitative and quantitative methods, the researchers employed instruments such as pretests, immediate post-tests, and delayed tests to assess outcomes The intervention was based on the CALLA model, with students divided into two groups: the experimental group received metacognitive strategy-based writing instruction, while the control group followed routine writing instruction The findings indicated that metacognitive instruction significantly enhanced the students' writing proficiency.
In a study conducted by Ramazan (2017) at the International Black Sea University in Tbilisi, Georgia, the use of metacognitive learning strategies in the academic writing of upper-intermediate freshmen students in computer technologies and engineering was investigated Out of a total of 20 students, 15 volunteered to participate, providing insights through interviews and observations The findings indicated that metacognitive strategies significantly enhanced writing performance and increased student satisfaction Consequently, the study aimed to introduce metacognitive instruction to raise EFL writing instructors' awareness and to foster self-regulated learning among students.
A study by Mazen (2012) explored the impact of metacognitive strategies on grammar improvement among 66 engineering students, divided into an experimental group of 31 and a control group of 35 Both groups studied grammatical structures from a technical English syllabus, but only the experimental group utilized metacognitive strategies—such as thinking aloud, metacognitive scaffolding, and self-questioning—alongside cognitive strategies like inductive and deductive reasoning The control group relied solely on cognitive grammar teaching methods Using a t-test for comparison, the results revealed significant differences in grammar achievement, with the experimental group outperforming the control group The study recommends incorporating both cognitive and metacognitive strategies into English as a Foreign Language (EFL) teaching practices in Egypt.
Frad (2010) investigated the effectiveness of cognitive and metacognitive strategies in grammar instruction, emphasizing their role in developing structural knowledge The study involved 66 participants who underwent 10 instructional sessions, each lasting 1.5 hours Participants completed Purpura's (1999) cognitive and metacognitive questionnaires before and after the instruction The findings revealed that while cognitive strategy instruction did not significantly enhance learners' structural knowledge, metacognitive instruction led to notable improvements Additionally, both instructional approaches were found to be effective in enhancing learners' strategy use.
2.2.2 Previous studies in Vietnamese context
Nguyen (2016) investigated the impact of peer feedback and metacognition on learner writers in Vietnam, utilizing semi-structured interviews with sixteen English majors and classroom observations in two English writing classes The content analysis indicated that peer feedback was applied informally, limiting opportunities for students to enhance their metacognitive skills Participants expressed a desire for improved peer feedback practices, leading the study to propose a jigsaw peer feedback approach that aligns with their expectations and fosters metacognition in EFL writing contexts This research contributes to the literature on peer feedback in L2 writing, emphasizing the importance of metacognition and offering valuable pedagogical and theoretical insights for English language teaching.
Peer feedback is crucial for enhancing student engagement in L2 writing and improving writing skills This study examines the role of metacognition in facilitating learner writers, focusing on the implementation of peer feedback in EFL tertiary writing classes in Vietnam Data from interviews with sixteen English majors and classroom observations revealed that peer feedback was informally applied, limiting opportunities for metacognitive development Students expressed a desire for changes in peer feedback practices, leading to the proposal of a jigsaw peer feedback approach that aligns with their needs and enhances metacognition in EFL writing contexts This research contributes to the literature on peer feedback in L2 writing, emphasizing the interplay between metacognition and pedagogical practices in English language teaching.
In a study conducted by Bui (2011) at Nha Trang University, metacognitive strategies were implemented to enhance the writing skills of sophomore English major students Utilizing action research, the author collected data through writing tests, comparing the outcomes between a control group and an experimental group over a six-month period from February 21 to June 18, 2011 The findings revealed that the application of metacognitive strategies not only improved students' writing performance but also fostered greater self-control and independence This innovative approach was grounded in both top-down (research, development, and diffusion model) and bottom-up (social interaction model) processes, with insights gained from informal interviews reflecting students' thoughts on these instructional methods This study has paved the way for a novel approach to teaching writing at Nha Trang University.
Summary
In recent years, numerous studies have explored the cognitive meta-linguistic approach to teaching English grammar to high school students and its positive impact on university students' writing skills However, research specifically focusing on the application of this approach for Vietnamese high school students is limited, as it remains a novel concept in the country's educational system This study aims to fill that gap by offering valuable insights and effective teaching strategies to enhance writing skills among high school students in Vietnam.
RESEARCH METHODOLOGY
Research questions
The research collects and analyzes data to answer the following research questions:
1) To which extent does the use of a cognitive meta- linguistic approach to teaching English grammatical constructions enhance high school students‟ writing skills?
2) What difficulties does the teacher encounter when adopting the cognitive meta- linguistic approach to teaching English grammatical constructions to improve students‟ writing skills?
3) What are the students‟ attitudes towards the use of the cognitive meta- linguistic approach to teaching English grammatical constructions to enhance their writing skills?
Research approach
This study utilized action research to assess the effectiveness of a cognitive meta-linguistic approach in teaching English grammar constructions A pre-test and post-test were administered to gather data and evaluate the impact of the cognitive-meta linguistic treatment The research employed both qualitative and quantitative analyses to ensure comprehensive results Following the principles of Classroom Action Research (CAR), the study was structured into four stages: planning, implementation, observation, and reflection (Fischer).
The research conducted in 2001 involved two interconnected cycles, where each cycle comprised a series of related activities The second cycle built upon and refined the outcomes of the first cycle.
According to Burns (2010:2), action research is related to the ideas of
Reflective practice and the concept of the teacher as a researcher are central to action research, which involves a self-reflective, critical, and systematic exploration of teaching contexts According to Burns (2010), action research is particularly appealing for teachers dedicated to professional growth, as it allows them to closely examine perplexing classroom issues and teaching dilemmas This approach empowers educators to find their own solutions, making the process more impactful than merely receiving unattainable ideals Furthermore, engaging in action research can revitalize teaching, foster positive change, enhance awareness of the complexities of education, and clarify the motivations behind personal teaching methods.
In this study, the researcher used the CAR principle to collect the data with the four phases, including observation, planning, intervention and reflection
Figure 3.1: The process of CAR in current study
(Adapted from Fischer, 2001) The intervention was carried out in 8 weeks in which the meta-knowledge of
In each lesson, students were introduced to four grammatical constructions: SV, SVO, SVC, and SVA, which they then proceduralized in their writing The content and objectives of these lessons are outlined in the accompanying table Each construction was emphasized over a two-week period, during which students selected writing topics that allowed them to apply the learned structures The bi-weekly objectives included understanding each construction, utilizing the structures effectively in writing, and developing non-cognitive skills through individual, pair, and group work.
Write about one of your unforgettable experiences
- Students will be able to understand the components and meaning/ usage of the structure S-V
- Students will be able use the structure S-V to write simple sentences on the given writing topic
- Students will be able to work individually, in pairs or in groups to write a short paragraph about one of their unforgettable experiences using the structure S-V
Write about your daily routine
- Students will be able to understand the components and meaning/ usage of the structure S-V-O
- Students will be able use the structure S-V-O to write simple sentences on the given writing topic
- Students will be able to work individually, in pairs or in groups to write a short paragraph about their daily routine using the structure S-V-O
Write about a film you have seen
- Students will be able to understand the components and meaning/ usage of the structure S-V-A
- Students will be able use the structure S-V-A to write simple sentences on the given writing topic
- Students will be able to work individually, in pairs or in groups to write a short paragraph about a film they have seen using the structure S-V-A
Write about one of your favorite subjects and your dream for the future
- Students will be able to understand the components and meaning/ usage of the structure S-V-C
- Students will be able use the structure S-V-C to write simple sentences on the given writing topic
Students can choose to work individually, in pairs, or in groups to compose a brief paragraph about their favorite subject and their aspirations for the future, utilizing the S-V-C structure This activity encourages creativity and personal expression while reinforcing their writing skills.
The lesson procedure is outlined in the sample lesson plan (Appendix E, p 87), beginning with an introductory lesson that focuses on a specific structure The teacher provides detailed explanations of the structure's components and usage, complemented by examples to enhance student understanding Following the presentation, students engage in a practice session featuring various activities, such as identifying components within sentences and recognizing sentences that utilize the targeted structure Finally, in the production phase, students collaborate in groups to create their own sentences using the structure.
In the second lesson, students focus on composing written pieces on a specified topic The teacher begins with a Pre-writing session to review the structure and introduce the topic, facilitating a brainstorming process During the While-writing phase, students collaborate in groups to draft their paragraphs Finally, in the Post-writing segment, groups display their work on the classroom walls for peer review and feedback.
The study's action plan, detailed in Table 3.2, outlines the actions taken by both teachers and students throughout the study cycles Each cycle is completed biweekly, with the study procedures being reiterated in each cycle.
Cycle 1 Week Content Teacher Students
Plan 0 Prepare the teaching materials Act 1 SV Explain the structure Write simple sentences Observe 2 Unforgettable experiences
Reflect 2 Reflect on classroom observations and students‟ writings
Cycle 2 Week Content Teacher Students
Plan 2 Prepare the teaching materials Act 3 SVO Explain the structure Write simple sentences Observe 4 Daily routines Facilitate Write a paragraph
Reflect 4 Reflect on classroom observations and students‟ writings
Research setting
As an intern English teacher at a high school in Hanoi during the 2019-2020 academic year, the researcher chose to conduct her study at this institution due to her prior teaching experience there She observed that the students' writing skills were limited, typically around the A2 level of the CEFR, prompting her to explore ways to enhance their abilities.
Sample and sampling procedures
A researcher conducted a study involving a 10th grade class of 40 students to explore the impact of a cognitive meta-linguistic approach on English grammar in writing This approach was utilized to enhance the students' writing skills, allowing for a deeper understanding of its effectiveness in improving their grammatical constructions.
This study aims to enhance the writing skills of grade 10 students by employing a cognitive meta-linguistic approach to teach English grammatical constructions The research was aligned with the English curriculum schedule of the targeted class, with each session lasting 45 minutes The study comprised two cycles, each consisting of three meetings, totaling six sessions.
Principles/criteria for intended data collection
In this study, the researcher utilized four key instruments to assess the impact of the cognitive meta-linguistic approach on high school students' writing skills First, a pre-test and post-test were administered to measure improvements in writing abilities following the intervention Second, a questionnaire was distributed to gauge students' attitudes towards this teaching method Third, interviews were conducted to validate the effects of the cognitive meta-linguistic approach and gather insights on students' perceptions Lastly, the teacher's diaries documented the challenges faced during the implementation of this approach in teaching English grammatical constructions.
3.5.1 Pre-test and Post- test
This study utilized pre-tests and post-tests to assess changes in high school students' writing skills following the implementation of a cognitive meta-linguistic approach to teaching English grammar Despite previous exposure to metacognition in learning English, students demonstrated low effectiveness in their writing abilities The pre-test measured students' writing skills prior to the treatment, while the post-test evaluated their skills after instruction using the meta-cognitive linguistic approach Both tests were formatted identically and administered within a 15-minute timeframe.
To ensure the reliability of the tests used in the study, the researcher focused on essential qualities such as validity, reliability, discrimination, practicality, and wash-back Additionally, the researcher adhered to a systematic procedure for constructing these tests.
Table 3.4: Procedures for test development
1 Design the two tests based on the study purpose, the course syllabus and the students‟ writing competence
2 Submit to the supervisor and some other seniors for first-stage pilot
4 Pilot on another sample of equal English proficiency
5 Revise carefully and complete the final version
The classification of the students‟ score is as follows:
Table 3.5: Score interval for test
The questionnaire serves as a powerful research tool in this study, enabling large-scale data collection from numerous participants over a specific timeframe It streamlines the gathering of quantitative information, making it ideal for statistical analysis To address the research questions effectively, the questionnaire incorporates both behavioral and attitudinal questions Behavioral questions focus on the actions and past experiences of respondents, while attitudinal questions explore their attitudes, opinions, beliefs, interests, and values.
To gather data for this study, a questionnaire was distributed to 40 high school students to assess their attitudes toward the cognitive meta-linguistic approach in teaching English grammar and its impact on their writing skills The questionnaire utilized a 5-point Likert scale, and to ensure clarity, the researcher provided explanations of technical terms to the students prior to their responses.
Interviews were conducted to gather additional data that would enhance and verify the students' questionnaire responses The process began with an introduction and preliminary warm-up questions focused on the students' backgrounds, leading into the main inquiries.
It was to get students involved in the interview and make them feel free to answer the questions
This research employs an instrument to validate and support the data gathered from questionnaires Interviews were conducted to enhance the credibility of the information obtained and to gain deeper insights into English writing teaching and learning To ensure the reliability and validity of the interviews, questions were rephrased and presented in various ways, encouraging interviewees to express their opinions freely This approach allows participants to confirm or reject their responses, guiding the interviewer in determining which answers to include in the analysis.
After administering a post-test and questionnaire, the researcher conducted a semi-structured interview to gather additional insights from participants regarding their opinions and attitudes towards the cognitive meta-linguistic approach in teaching English grammar This investigation focused on its impact on high school students' writing skills, with 10 randomly selected students from the control group participating in the interview.
The researcher documented observations in a reflective diary regarding students' use of metacognitive strategies for learning grammatical constructions in the classroom This diary was subsequently analyzed to identify the challenges faced by the teacher while implementing a cognitive-metalinguistic approach.
Data analysis
The present study utilized two types of data: quantitative and qualitative Quantitative data, including students' pre-test and post-test scores as well as questionnaire responses, was systematically analyzed using the Statistical Package for Social Sciences (SPSS), recognized by Einspruch (2005) as a leading tool for data analysis SPSS provides flexible options for various data analysis tasks and employs descriptive statistics to illustrate students' responses through frequencies and percentages Paired sample tests were conducted to determine significant differences in students' writing skills Additionally, qualitative data from interviews was analyzed using a method adapted from O’Connor & Gibson (2003).
The Analytic Rubric, based on Jacobs et al.'s composition profile, was used to evaluate participants' writing samples This scoring framework assesses writing ability across five key traits: content (30 points), organization (20 points), vocabulary (20 points), language use (25 points), and mechanics (5 points), with a total score of 100 points Furthermore, students' writing skill improvements were measured through post-tests focusing on complexity, accuracy, and fluency.
To ensure an objective evaluation of students' writing assignments in both pre and post-tests, two raters utilized an analytic rubric to score the passages To assess inter-rater reliability, the researchers employed Pearson product-moment correlation, analyzing the average scores across five individual components of each writing task.
To address the research questions, the researchers utilized SPSS Software to codify and analyze the collected data They specifically examined whether a cognitive meta-linguistic approach to teaching English grammar improves high school students' writing skills compared to traditional methods Descriptive statistics, including mean and standard deviation, along with inferential statistics such as the independent samples t-test, were employed to assess the homogeneity of participants' writing skills prior to the study and to evaluate the treatment's effects on the experimental group.
The study utilized frequency analysis and ANOVA to evaluate the impact of a cognitive meta-linguistic approach on high school students' writing competence, specifically focusing on aspects such as content, organization, vocabulary, language use, and sentence mechanics in English grammatical constructions.
Summary
This chapter outlines the study's methodology, introducing three key research questions and detailing the research approach It includes the data collection instruments and procedures, aiming to provide a clear depiction of the study's process This systematic presentation ensures that each step can be easily understood and followed in subsequent chapters.