Impact of a metacognitive-based writerpreneur e-platform on essay writing skills, metacognitive awareness, and literacy entrepreneurship

Abstract

This study aims to investigate the impact of a metacognition-based writerpreneur e-platform on essay writing skills, metacognitive awareness, and literacy entrepreneurship. The research method used in this study was a quasi-experimental study involving 256 students from three universities. Participants were divided into two equal groups: the experimental group, which received the metacognitive-based writerpreneur e-platform, and the control group, which received conventional writing instruction. Data analysis using ANCOVA, correlation analysis, and chi-square test was conducted to investigate the impact of interventions on academic writing skills. The results showed that the group receiving the metacognitive-based writerpreneur e-platform in writing learning improved essay writing skills, metacognitive awareness, and literacy entrepreneurship more effectively than traditional writing instruction. Improved essay writing skills were evident in the quality of the writing, which met several aspects, including task achievement, cohesion, coherence, grammatical range and accuracy, and lexicon. Furthermore, a metacognitive approach significantly contributes to students' essay writing skills. The metacognitive dimensions found to be correlated and contributing to essay writing skills are declarative, procedural, and conditional knowledge, planning, monitoring, and evaluation, information management strategies, and debugging strategies. Furthermore, the metacognitive-based writerpreneur e-platform can enhance literacy entrepreneurship motivation. Therefore, the metacognitive-based writerpreneur e-platform not only improves students' essay writing skills but also increases their interest in literacy entrepreneurship. This research implies that integrating technology into writing instruction can help teachers optimize students' writing skills and entrepreneurial potential.