engleski

Experimental Verificattion of (Meta)cognitive Aspects of Students' Written Expressions

In order to verify the quality of written expression in a group of students a research was conducted on writing essay text in Croatian and English languages. Essay writing is part of the State Matura in Croatia and since students are often poor at writing it, the following question has been asked: What changes can be implemented to enhance the writing? In addition to the (meta)cognitive factors that are most important for the writing processes, some sociodemographic and motivational factors have been examined. The study involved 104 undergraduate and graduate students who wrote an essay writing text in their native Croatian and foreign English language, which were graded according to the State Matura writing standards. The results showed that students achieve average quality scores for written essays. These writing texts are valuable to students as they show higher academic control scores. In learning to write, students are most driven by an adaptable Learning-oriented goal orientation. In terms of the cognitive writing strategies, most students use the adaptive and very useful Text Checking and Correction Strategy, and few others use the Drafting strategy. The study also examined whether there was a difference in the quality of the written texts between the students of the initial and final years of study? The difference was only evident in the Croatian language texts for the benefit of students in higher years of study. Success in both writing tasks seems to be less driven by sociodemographic and motivational predictors and more by cognitive ones. The results also show that the higher the Academic control and the lower Avoiding effort-oriented learning goal orientation, the greater the success in Croatian writing text. The higher the English language grade average is and the less use of the Help-seeking and Modeling Writing Strategy, the greater the success in English writing text.

state matura, quality of written essay texts, (meta)cognitive, sociodemographic and motivational factors of learning and writing process

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