Training in Metacognitive, Affective and Social Learning Strategies of Writing: Its Effects in Improving Students’ Use of the Strategies, the case of Hawassa University Students

Abstract

The purpose of this research was to examine the effects of training in metacognitive, affective and social learning strategies of writing in improving students’ use of each of these learning strategies of writing. To this end, the selected Year-I students of Hawassa University were taught lessons of the Basic Writing Skills course with training in each of the three groups of the learning strategies of writing. Data were collected mainly through a pre and post-training five-point scale questionnaire. An interview was also held with selected participants.