USAGE OF THE METACOGNITIVE METHODS IN DEVELOPING WRITING ONLINE FOR HIGH SCHOOL LEARNERS

Аннотация

This research gives brief information about benefits of the usage of the metacognitive method in online teaching writing skills of high school learners. Key words: metacognitive, method, knowledge, planning, drafting, monitoring, lesson, evaluation ИСПОЛЬЗОВАНИЕ МЕТАКОГНИТИВНЫХ МЕТОДОВ В ОБУЧЕНИИ ПИСЬМУ ОНЛАЙН ДЛЯ УЧАЩИХСЯ СТАРШИХ КЛАССОВ Студент бакалавриата Узбекского государственного университета мировых языков, факультет филологии, группа 2154 Курбонова Дурдона Хаётжон кизи Аннотация: В этом исследовании дается краткая информация о преимуществах использования мета когнитивного метода в обучении письменным навыкам онлайн учащихся старших классов. Ключевые слова: мета когнитивный, метод, знания, планирование, составление, мониторинг, урок, оценка YUQORI SINF O‘QUVCHILARI UCHUN ONLAYN YOZISH KO‘NIKMASINI RIVOJLANTIRISHDA METAKOGNITIV USULLARDAN FOYDALANISH O‘zbekiston Davlat bakalavriat talabasi Jahon tillari universiteti, Filologiya fakulteti, 2154-guruh, Qurbonova Durdona Xayotjon qizi Annotatsiya: Ushbu tadqiqot o'rta maktab o'quvchilarining yozish ko'nikmalarini onlayn o‘rgatishda metakognitiv usuldan foydalanishning afzalliklari haqida qisqacha ma'lumot beradi. Kalit so‘zlar: metakognitiv, usul, bilim, rejalashtirish, loyihalash, monitoring, dars, baholash https://scientific-jl.com/new 11 44 88 Volume–78_Issue-3_June-2025 JOURNAL OF NEW CENTURY INNOVATIONS The Metacognitive technique comprises two elements: knowledge of cognition and regulation of cognition. cognitive knowledge includes awareness of how one can achieve its four subdimensions: (a) declarative knowledge, which reflects beliefs, self- concept, and self-efficacy; (b) task knowledge, which denotes understanding of the theme, рurрose, structure, and organization of writing; (c) procedural knowledge, which indicates methodological knowledge regarding the composition of writing plans, drafting, revising, and organizing; and (d) conditional knowledge, which pertains to the timing and manner in which one engages in various writing processes. Cognitive control improves the writing process for learners via self-planning, drafting, self- monitoring, self-evaluation, and editing (Harris et al., 2010). Consequently, all these processes will be assessed about writing proficiency. In metacognitive strategy-based writing instruction, learners are instructed to identify their cognitive and emotional abilities related to beliefs and attitudes about writing skills, constituting the preliminary phase in comprehending cognition. This allows learners to evaluate their proficiency level before beginning writing. In the subsequent stage, learners are provided with information about the contextual characteristics of writing, highlighting the importance of a sрecific objective and format. Thus, students acknowledge that a topic, рurрose, and distinct framework are essential in writing. at the third level, learners acquire knowledge about the structural organization of stylistic aspects in writing, encompassing planning, drafting, revision, and organization. Students are ultimately directed to aррly this information in their writing, depending on the context and environment. a thorough comprehension of cognition improves learners’ awareness of writing. In cognitive process management, learners actively participate by planning, drafting, monitoring, evaluating, and revising throughout the рre-writing, writing, and post-writing phases (Harris et al., 2010).This study examines the relationship between metacognitive methods and writing proficiency. This study is distinctive as no national research has investigated the influence of metacognitive methods on writing skills, despite several studies studying the relationship between these strategies and writing ability (Mekala et al., 2016). Despite comprehensive studies on the relationship between metacognitive methods and reading/listening proficiency or self-esteem (Çer & Şahin, 2017), writing skills have been overlooked. This has impeded the effective implementation of the metacognitive method in improving writing skills. This research aims to significantly enhance writing skills through the analysis of the metacognitive technique. Metacognition is the capacity to utilize prior knowledge and experience to construct a framework for learning activities, implement methods and methodologies for problem-solving, and engage in self-reflection and self-assessment with variability. Metacognition involves cognition knowledge and monitoring/regulation. Metacognitive awareness is “the individuals’ knowledge about their own knowledge https://scientific-jl.com/new 11 44 99 Volume–78_Issue-3_June-2025 JOURNAL OF NEW CENTURY INNOVATIONS and cognitive activities”. The second key component of metacognition encompasses the monitoring and regulation of skills that enable individuals to understand and manage their cognitive tasks. development and validation of a metacognitive lesson рlan for higher secondary education a student refers to