This study was conducted to investigate how metacognition training could facilitate students’ writing skills development using a mixed research approach. The participants were university students from two Business Communication in English classes; one class was selected to be experimental and the other control. The metacognition training was served as a treatment. Four students from the experimental group were selected based on their pretest scores to represent two high and two low proficient writers for retrospective interviews. Quantitative data from the pretest and posttest writing scores were analyzed to find the significant difference between groups in the three component scores which include relevance and adequacy of content, compositional organization, and cohesion. Qualitative data from retrospective interviews before, during, and after metacognition training with the high and low proficient writers were analyzed to find the development of person, task, and strategic knowledge. The results showed that the significant difference between the groups exists only in the posttests’ mean of the content scores. The retrospective interviews also revealed that both high and low proficient students could develop metacognition to a certain extent. However, the high proficient writers could develop better.
Education Expenditure and Human Development through the Experience of Thailand . สถาบันบัณฑิตพัฒนบริหารศาสตร์, การประชุมวิชาการระดับชาติเนื่องในโอกาสครบรอบปีที่ 53 แห่งการสถาปนาสถาบันบัณฑิตพัฒนบริหารศาสตร์ (388-412).