Leveraging social issues in writing Practices: Will metacognitive strategy help university students’ critical literacy?

บทคัดย่อ

The ability to write in a critical way is considered a challenge in today’s learning.
Classroom practices need to be supported with a suitable learning strategy
which can help learners boost their critical thinking. This study aims to
(1) investigate whether metacognitive strategy in writing can help increase
students’ critical literacy, (2) investigate how metacognitive strategy in
writing impacts students’ critical literacy. A mixed-method approach was
used to respond these research questions. 61 participants in university level
participated to fill out the questionnaire to assess their beliefs and perceptions
in use of metacognitive strategy in their writing process. Descriptive statistics
was used to summarize the students’ responses, providing an overview of their
perceptions and self-reported use of metacognitive strategies. The findings
provide evidence that metacognitive strategy enhances students’ critical literacy
in analytical capabilities about social issues. Therefore, the results of this study
indicate the improvement of students’ critical literacy skills by practicing
writing on social issues with metacognitive strategies as teaching strategies.
The results align with previous studies that indicate addressing social issues
in writing can potentially foster a deeper understanding and critique of social
structures. The findings suggest that metacognitive strategies may contribute to
the enhancement of students’ critical literacy in their ability to analyze social issues.