Impact of the Integration of Metacognitive Prompts by Generative Artificial Intelligence (GenAI) in Collaborative and Individual Learning in Improving Writing Skills and Metacognitive Awareness
Keywords:
writing learning; GenAI; collaborative and individual learning; metacognitive awareness; metacognitive regulationAbstract
This study aims to investigate the role of metacognitive prompts by Generative Artificial Intelligence (GenAI) in cooperative and individual learning processes in relation to writing skills and metacognitive awareness. This study used a quasi-experimental method involving 352 high school students. The participants were divided into four groups to examine the integration of metacognitive prompts by GenAI in collaborative writing learning, specifically collaborative writing learning without metacognitive prompts, the integration of metacognitive prompts by GenAI in individual writing learning, and individual learning without metacognitive prompts. The data analysis used MANOVA and two-way ANOVA to investigate the effects of the intervention on the ability to write argumentative essays. The results showed that the integration of metacognition prompts by GenAI in the context of collaborative writing learning was able to improve metacognitive knowledge and regulation most significantly compared to the other intervention groups. In addition, the intervention from metacognition in the context of collaborative learning was able to improve the students' writing skills. The specific improvement in writing ability occurs because the metacognitive prompts received are able to activate the metacognitive process and the ability to use effective strategies in writing. This increase in metacognitive awareness is also able to predict the students' writing ability. In particular, writing ability is more significantly predicted by the aspect of metacognitive regulation than by the aspect of metacognitive knowledge. Therefore, in the setting of collaborative writing, metacognitive regulation is a more meaningful predictor of the students' writing skill. This study has implications for writing teaching practices in terms of encouraging teachers to use metacognitive prompts in the context of collaborative learning rather than individual learning.
https://doi.org/10.26803/ijlter.24.6.11
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