In this correlational study, 54 MA students were selected out of 68 initial participants majoring in TEFL at Khatam ol-Anbia University, Tehran, Iran. The homogeneity of participants was calculated through administration The Cambridge Proficiency Test. Then, participants took a motivation test. After that, a topic was given to them to write an essay. All important parts of essay including thesis statement, body paragraphs, conclusion, outlining, and coherence was already taught to the participants. In addition, they were asked to read their own writing and score based on Writing Scoring Rubric modified. In order to avoid subjective rating and ensure the intra- rater reliability of the assessment, these writing samples were scored twice based on the same scale that the students utilized in self-assessment. The results revealed that there was not statistically significant relationship between motivation and students` self-assessment. Moreover, the relationship between self-assessment and teacher’s rating of students` writing ability was statistically significant. The findings have some implications for language teaching and assessment.

Strong writers actively and metacognitively involve themselves in the writing process by spending more time recursively planning and refining their writing by actively monitoring and adjusting the text they are generating and by maintaining an awareness of their audience. Research shows that training in Meta-cognition Strategies that are used to Improve Writing Disabilities and performances have been successful. The purpose of the present study was to study Comparison of Using Metacognitive Strategies on Writing Performance in Private and Government Schools in Jordan. We have investigated the effect of Meta-cognitive strategy training through the use of explicit and teaching intervention strategy instruction on Improve Writing Disabilities among 12th Standard students. To reach the goal of the study two groups of Writing Disabilities in 12th Standard students were randomly assigned to a control and an experimental group. The experimental groups received instruction on Meta-cognitive strategy training through a 12- week period of instruction while the control groups received traditional way. The result of the study showed that explicit Meta-cognitive strategy training has a significant positive effect on Improve Writing performance and Disabilities in 12th Standard students. The collected data were analyzed by using SPSS software version 23.

It is not hard to find plenty of children’s poetry in ancient China, exhibiting children’s creative contents and literary skills. Taking examples mainly from Fifty Selected Children's Poetry in Ancient China: English Translation and Appreciation, this paper applied the Three-Level Criteria of poetry translation by Dr. Wang Feng to analyze several English translations of children’s object-chanting poetry in ancient China. In children’s object-chanting poetry translation, at the macro-level, the criterion is Harmony; at the middle level, the theory of “resemblance in style, sense and poetic realm”; at the micro-level, the criteria of Eight Beauties, centered on the beauty of emotions and images. Based on these analyses, this paper aims to test the validity of the "Three-Level Criteria of poetry translation" and hopes to guide and promote the theoretical and practical studies on the English translation of children’s poetry in ancient China from a new perspective.

Metacognitive awareness can improve students‟ writing proficiency. Engaging and supporting students in the writing process can increase their metacognitive awareness. One of the major factors that impede the smooth acquisition of writing intelligibility by EFL learners is the transfer of L1 linguistic elements into L2, motivation is another alarming factor that affects Arab EFL learners‟ performance and anxiety is another predicament to students‟ performance in writing. The aim of the study is to verify the relationship between metacognitive strategies and other external factors L1 transfer, motivation, and anxiety. The researcher used descriptive statistic methods and the correlation coefficient between Metacognitive Strategies and others factor. Questionnaire technique is used as a method of data collection; the study group was formed from secondary school students Al-Mazar, Irbid. Data were generated through distributing the questionnaire from twenty-two students selected purposively from Irbid secondary school, Jordan. Only students from experimental group were eligible for answering the questionnaire. The data were analyzed by using SPSS program. The results showed that there is a positive and significant correlation between metacognitive strategies and motivation, L1 transfer and anxiety. Metacognitive strategies played an important role to enhance the writing performance among students, whereas the majority reported that they enjoy the writing actives during the class by using metacognitive strategies.

The aim of this brief paper is to provide a case study of reflection on a teaching critical incident within higher education. The case study is based on personal experience providing personal insights and feelings, and an action planning for further development in future similar scenario. Teachers in higher education may face different challenges during their teaching experience; this would worth reflecting upon to further understand the nature of the challenge as well as the associated aspects with it and enables opportunities of sharing experience and best practices with other academics, faculties, institutions and professionals internally and externally.