Bibliometric Analysis Using VOSViewer with Publish or Perish of Metacognition in Teaching English Writing to High School Learners
Keywords:
High school students, Metacognition, Teaching English writingAbstract
The purpose of the research was to analyze the research trends
in exploring metacognition in teaching English writing to high
school students. The methods used in this research were
bibliometric analysis methods with VOSviewer analysis. The
data were collected from research articles from the Google
Scholar database, published between 2018 and 2024.
According to the research results, the total documents found
during the period were 199 articles. It was found that there was
a decrease in the number of articles in 2019, but then it
increased in 2022. However, the amount of research articles
dropped in 2024. Mapping article data creates three forms of
visualization; including network, overlay, and density
visualization. The result of mapping reveals that research on
metacognition in teaching English writing needs to be carried
out, especially regarding teaching to high school students. This
research concluded that the trend of research investigating
metacognition in teaching English writing to high school
students is decreasing, nevertheless its importance in assisting
English language pedagogy.
References
Aghdar, A., Allipour, S., and Shehni Yeilagh, M. (2020). The relationship between executive
functions and self-regulated academic learning regarding the mediating role of
metacognition and working memory among university students. Iranian Journal of
Learning & Memory, 2(8), 73-82.
Al Husaeni, D. F., and Nandiyanto, A. B. D. (2022). Bibliometric using vosviewer with Publish
or Perish (using google scholar data): From step-by-step processing for users to the
practical examples in the analysis of digital learning articles in pre and post Covid-19
pandemic. ASEAN Journal of Science and Engineering, 2(1), 19-46.
Al-Mekhlafi, A. M. (2018). EFL learners' metacognitive awareness of reading
strategies. International Journal of Instruction, 11(2), 297-308.
Anggarista, S., and Wahyudin, A. Y. (2022). A correlational study of language learning
strategies and english proficiency of university students at EFL context. Journal of Arts
and Education, 1(2), 26-36.
Aripin, N., and Rahmat, N. H. (2021). Metacognitive writing strategies model used by ESL
writers in the writing process: A study across gender. International Journal of Asian Social
Science, 11(1), 1-9.
Balta, E. E. (2018). The relationships among writing skills, writing anxiety and metacognitive
awareness. Journal of Education and Learning, 7(3), 233-241.
Baresh, E. F. (2022). Developing Libyan undergraduates ‘writing skills through reflective
journaling: a critical literature review. Journal of English Language Teaching and
Learning, 3(1), 27-35.
Briška, I., and Siliņa-Jasjukeviča, G. (2022). Promoting pre-service teachers’ domain-general
metacognition. Acta Paedagogica Vilnensia, 49, 43-55.
Çakici, D. (2018). Metacognitive awareness and critical thinking abilities of pre-service EFL
teachers. Journal of Education and Learning, 7(5), 116-129.
Danh, L. T., and Quan, N. H. (2021). Vietnamese university EFL teachers’ reported and
classroom practices in teaching listening. International Journal of Science and
Management Studies, 4(5), 10-26.
Darjito, H. (2019). Students' metacognitive reading awareness and academic english reading
comprehension in EFL context. International Journal of Instruction, 12(4), 611-624.
Dori, Y. J., Avargil, S., Kohen, Z., and Saar, L. (2018). Context-based learning and metacognitive
prompts for enhancing scientific text comprehension. International Journal of Science
Education, 40(10), 1198-1220.
Forbes, K., and Fisher, L. (2018). The impact of expanding advanced level secondary school
students' awareness and use of metacognitive learning strategies on confidence and
proficiency in foreign language speaking skills. The Language Learning Journal, 46(2),
-185.
Lestari, M., and Wahyudin, A. Y. (2020). Language learning strategies of undergraduate EFL
students. Journal of English Language Teaching and Learning, 1(1), 25-30.
Maftoon, P., and Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy
instruction on metacognitive awareness and listening performance through a process
based approach. International Journal of Listening, 34(1), 1-20.
Mahmud, M., and Nur, S. (2018). Exploring students' learning strategies and gender
differences in English language teaching. International Journal of Language
Education, 2(1), 51-64.
Mitsea, E., and Drigas, A. (2019). A journey into the metacognitive learning
strategies. International Journal of Online & Biomedical Engineering, 15(14), 4-20.
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., and Wajdi, M. B. N. (2020). The effect of
metacognitive strategies implementation on students' reading comprehension
achievement. International Journal of Instruction, 13(2), 847-862.
Nanda, D. W., and Azmy, K. (2020). Poor reading comprehension issue in EFL classroom
among Indonesian secondary school students: Scrutinizing the causes, impacts and
possible solutions. Englisia: Journal of Language, Education, and Humanities, 8(1), 12-24.
Negretti, R., and McGrath, L. (2018). Scaffolding genre knowledge and metacognition: Insights
from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12
Ramadhanti, D., and Yanda, D. P. (2021). Students' metacognitive awareness and its impact
on writing skill. International Journal of Language Education, 5(3), 193-206.
Ratminingsih, N. M., Marhaeni, A. A. I. N., and Vigayanti, L. P. D. (2018). Self-assessment: The
effect on students' independence and writing competence. International Journal of
Instruction, 11(3), 277-290.
Rivas, S. F., Saiz, C., and Ossa, C. (2022). Metacognitive strategies and development of critical
thinking in higher education. Frontiers in Psychology, 13, 913219.
Siagan, M. V., Saragih, S., and Sinaga, B. (2019). Development of learning materials oriented
on problem-based learning model to improve students' mathematical problem solving
ability and metacognition ability. International Electronic Journal of Mathematics
Education, 14(2), 331-340.
Teng, F. (2020). Tertiary-level students’ English writing performance and metacognitive
awareness: A group metacognitive support perspective. Scandinavian Journal of
Educational Research, 64(4), 551-568.
Vukić, Đ., Martinčić-Ipšić, S., and Meštrović, A. (2020). Structural analysis of factual,
conceptual, procedural, and metacognitive knowledge in a multidimensional knowledge
network. Complexity, 2020, 1-17.
Warni, S., Aziz, T. A., and Febriawan, D. (2018). The use of technology in English as a foreign
language learning outside the classroom: An insight into learner autonomy. LLT Journal:
A Journal on Language and Language Teaching, 21(2), 148-156.
Yunus, W. N. M. W. M. (2020). Written corrective feedback in English compositions: Teachers'
practices and students' expectations. English Language Teaching Educational
Journal, 3(2), 95-107.
Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., and Nokes-Malach, T. J. (2019). Identifying
teachers’ supports of metacognition through classroom talk and its relation to growth in
conceptual learning. Journal of Educational Psychology, 111(3), 522-541.
