This document outlines the table of contents for a study on how metacognitive strategies and audience awareness influence the writing process for undergraduates. It provides background information that successful writing involves planning, drafting, and revising, and that skilled and less skilled writers differ in their processes. The study aims to determine how ESL writers' behaviors, strategies, and audience awareness impact their writing process. It establishes three research objectives and questions to address these impacts.

1. THE INFLUENCE OF METACOGNITIVE STRATEGIES USED AND AUDIENCE
AWARENESS ON THE WRITING PROCESS AMONG UNDERGRADUATES
TABLE OF CONTENTS
1.1 Introduction.....................................................................................................................2
1.2 Background of The Research..........................................................................................2
1.3 Statement of The Problem ..............................................................................................3
1.4 Research Objectives........................................................................................................3
1.5 Research Questions.........................................................................................................3
1.6 Operational Definitions...................................................................................................3
1.7 Limitation of The Study..................................................................................................4
1.8 Significance of The Study...............................................................................................4

2. CHAPTER 1
1.1 Introduction
Reading, writing, listening, and speaking are four crucial components that second
language learners will have to learn as they acquire the language. Learners will have to read,
write, listen, and speak the second language that they acquire in and outside of classroom
environment.
ESL students want and need explicit instruction in how to write in the genres expected by
their particular discourse communities, but investigations into how to provide this instruction
are scant. (Alvarez, 2007)
According to Matsuda, many teachers and administrators believe that the responsibility for
teaching language and writing lies solely with those who teach ESL courses. He argues that
this division of labor is based on the "myth of transience" which is based on "the assumption
that ESL can be broken down neatly into a linguistic component and a writing component
and that the linguistic problems will disappear after some additional instruction in remedial
language courses" (Whitelock, Susan)
Find a research that says:
1) The use of meta-cognitive strategies is important in writing, and;
2) Audience awareness is important in writing.
1.2 Background of the Research

3. Different writers go through different processes when they write.
a) Flower and Hayes (cognitive process theory of writing) - writers go through three main
stages when they write (planning, writing [translating], and evaluating).
b) Bereiter and Scardamalia (Knowledge Building [KB] theory) - skilled and less skilled
write in different ways.
1.3 Statement of the Problem
1.4 Research Objectives
The three research objectives are:
1) To determine ESL writers' behaviour during the writing process.
2) To determine ESL writers' strategies during the writing process.
3) To determine ESL writers' audience awareness during the writing process.
1.5 Research Questions
The three research questions are:
1) How does behaviour influence ESL writers during writing process?
2) How do strategies influence ESL writers during writing process?
3) How does audience awareness influence ESL writers during writing process?
1.6 Operational Definitions
1) Writing process

4. 2) Writing behaviour
3) Meta-cognitive strategy
4) Audience awareness
1.7 Limitation of the Study
1.8 Significance of the Study