The appropriation of metacognitive strategies to improve the quality on english language learners’ academic writing products
Year: 2020
Type: dissertation
Abstract: This study explores the relationship between the development of metacognitive skills (e.g planning, monitoring, evaluation) and self-regulated processes required for students to internalize more effective ways to approach writing tasks. Self-reflection about tasks’ characteristics, systematized feedback, and possible academic writing strategies were recorded on journals before and after composing the three types of essays required in an Academic Writing course at a bilingualism bachelor’s degree program in a Colombian public university. Students’ reflections were kept on e-journals to facilitate access, feedback, and analysis of behavioral patterns. Final written products were evaluated by using five-point analytic rubrics. Participants were also interviewed at the end of the semester to delve into their perceptions regarding the effectiveness of reflecting prior and after each task, and the implementation of checklists to monitor their processes. Correlations between the development of metacognitive strategies and the quality of English Language Learners’ written products were explored. ..
Author: Michelle García Villa
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3162141313