Interculture-Based Metacognitive Instructional Model in Improving Writing Skills Viewed from EFL Learners’ Language Awareness

Abstract

English writing, particularly in the context of English as a foreign language (EFL), is widely recognized as the most complex language skill, surpassing speaking, reading, and listening. It involves a multifaceted process of meaning-making. Linguistically, they must have a strong command of grammar, vocabulary, language usage, and mechanics. Additionally, cultural competence is essential, as prospective teachers need to understand how ideas are expressed in culturally appropriate ways in English. Lecturers play a crucial role in supporting prospective teachers by simplifying the writing process, providing suitable materials, and implementing appropriate instructional models. This study addresses these challenges by developing an intercultural-based metacognitive writing instructional model aimed at enhancing the writing skills with a specific focus on language awareness at the higher education level. The study employs a mixed-methods exploratory design. Key components of the model include defined learning goals, structured teaching steps, clearly outlined roles for teachers and students, optimal classroom settings, and appropriate language assessment techniques. Results indicate that the model effectively improves both writing skills and language awareness in EFL learners. Moreover, learners with higher language awareness demonstrated superior writing skills compared to those with lower language awareness.