The Correlation between Metacognition, Self-correction, and Writing Learning Outcomes of Students in the German Language Study Program

As one of the productive skills in learning a foreign language, writing plays a significant role in supporting the development of other language skills. To enhance writing skills, it is essential to have the ability to self-assess. This study aims to examine the correlation between metacognition and self-correction in relation to the writing learning outcomes of students enrolled in the German Language Education study program, while also assessing their capacity for self-correction in their writing skills. The research employed a correlational design, using a pre- and post-test nonequivalent control group approach. The sample consists of students enrolled in writing courses, selected through proportional sampling. Data collection involves the administration of tests, questionnaires, and interviews. The findings reveal a significant correlation between self-correction, metacognition, and writing learning outcomes among students in the German Language Education study program. The pretest Mean score was 56.9, while the post-test Mean score showed improvement at 72.6, indicating a difference of 15.7. Furthermore, the calculated correlation coefficient (r = 0.686) exceeds the tabulated correlation coefficient (r = 0.553). Comparing the results of students’ self-correction in the pre-test and post-test with the lecturer’s correction, an increase in self-correction ability was observed. In conclusion, this research contributed in enhancing German writing skills among students in the German Language Education study program. Keywords: German language, learning outcomes, metacognition, self-correction, writing