Self-monitoring based on agreed-on assessment criteria in EFL writing
Fil: Dalla Costa, Natalia Verónica. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
| Main Authors: | , |
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| Format: | conferenceObject |
| Language: | eng |
| Published: |
2022
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| Online Access: | http://hdl.handle.net/11086/29429 |
| _version_ | 1801212816138436608 |
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| author | Dalla Costa, Natalia Verónica Gava, Ileana Yamina |
| author_facet | Dalla Costa, Natalia Verónica Gava, Ileana Yamina |
| author_sort | Dalla Costa, Natalia Verónica |
| collection | Repositorio Digital Universitario |
| description | Fil: Dalla Costa, Natalia Verónica. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. |
| format | conferenceObject |
| id | rdu-unc.29429 |
| institution | Universidad Nacional de Cordoba |
| language | eng |
| publishDate | 2022 |
| record_format | dspace |
| spelling | rdu-unc.294292022-11-08T09:54:31Z Self-monitoring based on agreed-on assessment criteria in EFL writing Dalla Costa, Natalia Verónica Gava, Ileana Yamina Self-monitoring Learner autonomy Agreed-on assessment criteria EFL writing Fil: Dalla Costa, Natalia Verónica. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. Fil: Gava, Ileana Yamina. Universidad Nacional deCórdoba. Fcultad de Lenguas; Argentina. Learner autonomy has become a very important aspect of English Language Teaching and, as a result, the relevance of language learning strategy training to foster learners' autonomous behaviour is now widely acknowledged. Strategies-based instruction is a learner-focused approach to teaching that emphasizes explicit integration of learning strategies in the classroom, which may assist students in learning the target language more effectively. Despite the importance of metacognitive strategies, the number of studies in English as a foreign and second language contexts still remains small. Besides, some studies show that learners use these strategies only sporadically. In fact, investigations of second and foreign language learning have revealed that students use crucial metacognitive strategies, such as self-monitoring, less often than cognitive and social affective ones. The current study, carried out with EFL university students at an upper-intermediate level in an English Language II class in the teacher training, translation and licentiate programs at the School of Languages, UNC, examines the effects of metacognitive strategy training on the writing skill. Its general objective is to determine whether scaffolding metacognitive strategy use by means of guidelines for self-monitoring based on agreed-on assessment criteria leads to positive changes in students' self-perceptions and to observable strategy use in their essays. It is expected that metacognitive strategy training and use will eventually lead to improved performance in EFL academic writing, a better understanding of teachers? assessment criteria and greater learner autonomy. The outcome of this project will be used to outline more comprehensive research that provides training in a wider range of strategies aimed at enhancing academic writing skills and promoting learner autonomy. This study concludes with limitations, pedagogical implications and avenues for further research. http://www.faapi.org.ar/downloads/FAAPI2015.pdf Fil: Dalla Costa, Natalia Verónica. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina. Fil: Gava, Ileana Yamina. Universidad Nacional deCórdoba. Fcultad de Lenguas; Argentina. Lingüística 2022-11-07T15:20:30Z 2022-11-07T15:20:30Z 2015 conferenceObject 978-987-45982-0-2 http://hdl.handle.net/11086/29429 eng Attribution-NonCommercial-ShareAlike 4.0 International http://creativecommons.org/licenses/by-nc-sa/4.0/ Electrónico y/o Digital |
| spellingShingle | Self-monitoring Learner autonomy Agreed-on assessment criteria EFL writing Dalla Costa, Natalia Verónica Gava, Ileana Yamina Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title | Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title_full | Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title_fullStr | Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title_full_unstemmed | Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title_short | Self-monitoring based on agreed-on assessment criteria in EFL writing |
| title_sort | self monitoring based on agreed on assessment criteria in efl writing |
| topic | Self-monitoring Learner autonomy Agreed-on assessment criteria EFL writing |
| url | http://hdl.handle.net/11086/29429 |
| work_keys_str_mv | AT dallacostanataliaveronica selfmonitoringbasedonagreedonassessmentcriteriaineflwriting AT gavaileanayamina selfmonitoringbasedonagreedonassessmentcriteriaineflwriting |