[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 21, Issue 1 (4-2018) ::
IJAL 2018, 21(1): 101-124 Back to browse issues page
Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels
Manoochehr Jafarigohar , Mahboubeh Mortazavi
Abstract:   (5618 Views)
This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.  The study also found high correlation between the social mode of metacognition in L2 writing and learners’ individual metacognition.  The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.
Keywords: Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty
Full-Text [PDF 517 kb]   (1456 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/10/14 | Accepted: 2018/02/12 | Published: 2018/04/15
References
1. Al Seyabi, F., & Tulukova, V. (2014). Writing problems and strategies: An investigative study in the Omani school and university context. Asian Journal of Social Science and Humanities, 3(4), 37-48.
2. Bannert, M., & Mengelkamp, C. (2013). Scaffolding hypermedia learning through metacognitive prompts. In R. Azevedo, & V. Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 171-186). New York, NY: Springer. [DOI:10.1007/978-1-4419-5546-3_12]
3. Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence.
4. Bergsleithner, J. M. (2010). Working memory capacity and L2 writing performance. Ciências & Cognição, 15(2), 2-20.
5. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 1 (pp. 77-165). Hillsdale: Erlbaum Associates.
6. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd Ed). Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Davis, A. J. (2013). Effective writing instruction-based classroom practices. South Yarra, Victoria: Eleanor Curtain Publishing.
8. De Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education students' metacognitive knowledge and regulation. Instructional Science, 40(3), 559-588. [DOI:10.1007/s11251-011-9190-5]
9. De Backer, L., Van Keer, H., & Valcke, M. (2014). Socially-shared metacognitive regulation during reciprocal peer tutoring: identifying its relationship with students' content processing and transactive discussions. Instructional Science, 43(3), 323-344. [DOI:10.1007/s11251-014-9335-4]
10. De Backer, L., Van Keer, H., & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups' socially-shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38, 63-78. [DOI:10.1016/j.learninstruc.2015.04.001]
11. Dülger, O. (2011). Meta-cognitive strategies in developing EFL writing skills. Contemporary Online Language Education Journal, 1(2), 82-100.
12. Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and coregulation. European Psychologist, 13, 277-287. [DOI:10.1027/1016-9040.13.4.277]
13. Efklides, A., Papadaki, M., Papantoniou, G., & Kiosseoglou, G. (1998). Individual differences in feelings of difficulty: the case of school mathematics. Journal of Psychology of Education, 8, 207-226. [DOI:10.1007/BF03173090]
14. Fitzsimons, G. M., & Finkel, E. J. (2010). Interpersonal influences on self-regulation. Current Directions in Psychological Science, 19(2), 101-105. [DOI:10.1177/0963721410364499]
15. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. Resnick (Ed.). The Nature of Intelligence (pp.231-236). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
16. Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906-911. [DOI:10.1037/0003-066X.34.10.906]
17. Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1, 147-178.
18. Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially-shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. [DOI:10.1016/j.learninstruc.2010.05.002]
19. Iiskala, T., Volet, S., Lehtinen, E., & Vauras, M. (2015). Socially-shared metacognitive regulation in asynchronous CSCL in science: Functions, evolution and participation. Frontline Learning Research, 3(1), 78 -111.
20. Jafarigohar, M. & Mortazavi, M. (2017). The impact of scaffolding mechanisms on EFL learners' individual and socially-shared metacognition in writing. Reading & Writing Quarterly, 33(3), 211-225. [DOI:10.1080/10573569.2016.1154488]
21. Kasper, L. F. (1997). Assessing the metacognitive growth of ESL student writers. TESL-EJ, 3(1), 1-20.
22. Kellogg, R. T. (1994). The psychology of writing. New York: Oxford University Press
23. Larkin, S. (2009). Socially-mediated metacognition and learning to write. Thinking Skills and Creativity, 4(3), 149-159. [DOI:10.1016/j.tsc.2009.09.003]
24. Magno, C. (2010). The role of metacognition in developing critical thinking. Metacognition and Learning, 5(2), 137-156. [DOI:10.1007/s11409-010-9054-4]
25. Molenaar, I., Chiu, M. M., Sleegers, P. J.C., & van Boxtel, C.A.M. (2011). Scaffolding of small groups' metacognitive activities with an avatar. Journal of Computer Supported Collaborative Learning, 6(4), 601-624. [DOI:10.1007/s11412-011-9130-z]
26. Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P J. C. (2012). Dynamic scaffolding of socially-regulated learning in a computer-based learning environment. Computers & Education, 59(2), 515-523. [DOI:10.1016/j.compedu.2011.12.006]
27. Molenaar, I., Sleegers, P., & van Boxtel, C. (2014). Metacognitive scaffolding during collaborative learning: A promising combination. Metacognition and learning, 9 (3), 309-332. [DOI:10.1007/s11409-014-9118-y]
28. Mancho´ n, R. (2011). Writing to learn the language: Issues in theory and research. In R. Mancho´n (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61-84). Amsterdam: John Benjamins.
29. ÖZ, H. (2005). Metacognition in foreign/second language learning and teaching. H. U. Journal of Education, 29, 147-156.
30. Prins, F. J., Veenman, M. V. J., & Elshout, J. J. (2006). The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory. Learning and Instruction, 16, 374-387. [DOI:10.1016/j.learninstruc.2006.07.008]
31. Raphael, T.E., Kirschner, B.W., & Englert, C.S. (1986). Students' metacognitive knowledge about writing. East Lansing, MI: Michigan State University, Institute for Research on Teaching.
32. Robinson, P. (2001). Task complexity, task, difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57. [DOI:10.1093/applin/22.1.27]
33. Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction: what can it tell us about metacognition and coregulation in learning? European Psychologist, 10, 199-208. [DOI:10.1027/1016-9040.10.3.199]
34. Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. [DOI:10.1007/s11165-005-3917-8]
35. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. [DOI:10.1007/BF02212307]
36. Vauras, M., Salonen, P., & Kinnunen, R. (2008). Influences of group processes and interpersonal regulation on motivation, affect and achievement. In M. Maehr, S. Karabenick, & T. Urdan (Eds.), Social psychological perspective. Advances in motivation and achievement, Vol. 15(pp. 275-314). New York: Emerald Group [DOI:10.1016/S0749-7423(08)15009-9]
37. Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. System, 27(4), 537-555. [DOI:10.1016/S0346-251X(99)00049-4]
38. Yarrow, F., & Topping, K. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261-282. [DOI:10.1348/000709901158514]
39. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862. [DOI:10.3102/00028312031004845]
Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Jafarigohar M, Mortazavi M. Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels. IJAL 2018; 21 (1) :101-124
URL: http://ijal.khu.ac.ir/article-1-2854-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 21, Issue 1 (4-2018) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.09 seconds with 37 queries by YEKTAWEB 4666