Thinking-aloud As A Metacognitive Strategy To Enhance Efl Students’ Academic Writing

Abstract

Abstract This study aims to investigate the effect of using the think-aloud method on improving the academic writing of 62 EFL students at the department of English -University of Laghouat- Algeria. For this purpose, students were randomly assigned to an experimental and a control group. The treatment of the experimental sample took place during the second semester of the 2021/2022 academic year in which students were trained to use thinking-aloud as a metacognitive strategy in order to raise their metacognitive awareness and help them regulate their thinking in the writing classroom. The data collection tool for this study was the scores of the pre-test and the post-test of the writing test. The findings of this study revealed that using the think-aloud method in the writing class had a positive impact on enhancing students’ academic writing and their overall writing competency. This study has also shown that training students to use thinking aloud increases their awareness about writing. As a result, it recommends the use of the think-aloud method in the writing classroom. As a result, it recommends the use of the think-aloud method in the writing classroom.