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The effect of using calla model instructions based on metacognitive writing module on 12th grade students' writing achievement

Author: 
Tamer Mohammad Al-Jarrah, Noraien Mansor, Rania Hassan Talafhah, Jarrah Mohammad Al-Jarrah, Fedaa Mahmoud Al-Shorman
Subject Area: 
Social Sciences and Humanities
Abstract: 

English teacher should think hard how to make the teaching process be interesting and lively in order to reach the goal of teaching. CALLA (Cognitive Academic Language Learning Approach) strategy is recommended to be applied in teaching writing especially writing composition, cause this strategy has three components; curriculum content, academic language and learning strategies that the teacher can combine them in the teaching with the five phases; preparation, presentation, practice, evaluation, and expansion. This study aims to investigate the effect of using CALLA instruction based on metacognitive writing module on 12th-grade students' achievement in Almazar secondary. The researcher used a quasi-experimental design, the participants in this study were assigned randomly into 2 group: experimental group (22) students in each and control group (22) students in each. The control groups studied the writing traditionally, while the experimental groups studied the writing through CALLA. A pre-test was administered to the groups to make sure that there were no significant differences between their performances in writing achievement and satisfaction achievement scale. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results revealed the positive effect on the experimental group's writing performance. Mann-Whitney U test results are presented by the r value (r = -.872) showed that the effect was a large on students writing performance in experimental group. Meanwhile, Wilcoxon Signed-Rank test results are presented The effect size of r = 0.630 represents a large effect on the students use of metacognitive strategies in writing. Therefore, CALLA model and metacognitive strategies are still practical and relevant to be used as the teaching approach in Jordanian English classes and hoped to improve the English language communication amongst the students in Learning environment.

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