Title: Metacognitive Strategies for EFL Writing
Keywords:
title, Metacognitive, Strategies, EFL WritingAbstract
Throughout the years, educators have long been confronted with the predicament of how to teach their students and how to make them responsible for their own learning. Scholars have proposed various probable solutions to the previously underlined dilemma. One such highly influential suggestion, proposed by researchers, is the establishment of a teaching philosophy that takes into consideration the students' social, intellectual, physical, mental, and emotional needs. As far as language learning is concerned, instructors must bridge the gap between psychology, linguistics, and cognition. Within the auspices of the latter, metacognition is thought of as an indispensable pillar which serves the purpose of clarifying critical issues related to how students learn, how they know what they have learnt, and how to direct their own future learning.
Downloads
References
Bereiter, C. &Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick(Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361–392).Hillsdale, NJ: Lawrence Erlbaum Associates.
Bielaczyc, K., Pirolli, P. L., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and instruction, 13(2), 221–252. Taylor & Francis.
Bilgin, I. and Geban, Ö. (2004). Investigating the effects of cooperative learning strategy and genderon pre-service elementary teacher students’ attitude toward science and achievement of science teaching class I. H. U. Journal of Education, 26, 9-18.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). SanDiego, CA: Academic Press.
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.E. Weinert& R.H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem ofmetacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77–165).
Brown, A. L. (1981). Learning to learn: On training students to learn from texts. EducationalResearcher, 10(2), 14–21.
Chi, M. T. H., Hutchinson, J. E., & Robin, A. F. (1989). How inferences aboutnovel domain-related concepts can be constrained by structured knowledge, Merill-Palmer Quarterly, 35, 27-62
Chi, M. T. H. (2000). Self- explaining expository texts: The dual process of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 5: Educational design and cognitive science. Mahwah, NJ: Erlbaum
Clegg, J. (2015). Metacognition: An Overview of its uses in language-learning. Retrieved on June 20th2016, from :http://www.puglia.istruzione.it/portfolio_new/allegati/j_clegg_metacognition_an_ovwerview_of_its_uses_in_language-learning.pdf. Clevedon, England: Multilingual Matters.
Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of EducationalPsychology, 80(2), 131-142.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The natureof intelligence (pp. 231–235). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. (1977). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 700–720
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children’s oral communicationskills (pp. 35–60). New York: Academic.
Forrest-Pressley, D. L., MacKinnon, G. E., & Waller, T. G. (Eds.). (1985). Metacognition, cognitionand human performance: Vol. 1. Theoretical Perspectives. New York: Academic Press.
Garner, R. (1987a). Metacognition and reading comprehension. Norwood, NJ: Ablex.
Goodman, K. S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguisticview. In R. B. Ruddell (Ed.), Theoretical models and processes of reading (4th ed., pp. 1093-1130). Newark, DE: International Reading Association.
Graham, S. (1997). Effective language learning. Positive strategies for advanced level language learning. Clevedon, England: Multilingual Matters.
Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, and A. C. Graesser (eds), Metacognition in educational theory and practice. New Jersey: Lawrence Erlbaum Associates.
Hacker, D. J., Dunlosky, J., and Graesser, A. C. (1998). Metacognition in educationaltheory and practice. New Jersey: Lawrence Erlbaum Associates.
Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational Psychology, 56, 208-216
Hartman, H.J. (2001). Teaching metacognitively. In H.J. Hartman (Ed.), Metacognition in learningand instruction: Theory, research and practice (pp. 149-172). Boston: Kluwer Academic.
Hennessey, M. G. (1999). Probing the dimensions of metacognition: American Psychologits, 53 (4), 449-455.Hillsdale, NJ: Lawrence Erlbaum Associates.
J. Dunlosky, and A. C. Graesser (eds.), Metacognition in educational theory and practice, pp. 1–24. New Jersey: Lawrence Erlbaum Associates.
K. Bielaczyc, PL Pirolli, Al Brown. (1995). Cognition and Instruction 13 (2), 221-252.
Khezrlou, S. (2012). “The Relationship between cognitive and metacognitive strategies, age and level of education”. The Reading Matrix, 12(1), 50-61
Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D. R. Griffin(Ed.), Animal mind–human mind (pp. 201–224). New York: Springer.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
Lin, N. (2001). Social Capital. A theory of social structure and action. Cambridge: Cambridge University Press.
Linn, M. C., Songer, N. B., &Eylon, B.-S. (1996). Shifts and convergences in science learningand instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology(pp. 438–490). New York: Macmillan.
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699.
Meichenbaum, D., and Biemiller, A. (1998). Nurturing Independent Learners. Helping Students take Charge of their Learning. Cambridge, Massachusetts. Brookline Books.Merrill–Palmer Quarterly, 35, 27–62.
Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102–116.
Nelson, T. O., Kruglanski, A. W., &Jost, J. T. (1998). Knowing thyself and others: Progress inmetacognitive social psychology. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.),Metacognition: Cognitive and social dimensions (pp. 69–89). London: Sage.
Nist, S. L., Simpson, M. L., &Olejnik, S. (1991). The relation between self-selected study processesand test performance. American Educational Research Journal, 28, 849–874.
O’Malley, J. M., &Chamot, A. U. (1990). Learning strategies in second language acquisition. CambridgeUniversity Press.
Oxford, R. (1990). Language leaning strategies: What every teacher should know. Boston, MA: Heinle&Heinle.
Paris, S. G. &Lindauer, B. K. (1982). The development of cognitive skills during childhood. In B. Wolman (Ed), Handbook of developmental psychology (pp. 333-349). Englewood Cliffs, NJ: Prentice_Hall.
Posner, F. G. (1989). A Study of Self-Directed Learning, Perceived Competence and Personal Orientation among Students in an Open Alternative High School. Doctoral Dissertation, Denver, CO: University of Denver.
Jack C. Richards. & Theodore S. Rogers. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. New York.
Scardamalia, M., &Bereiter, C. (1987). Knowledge telling and knowledge transforming in writtencomposition. In S. Rosenberg (Ed.), Advances in applied psycholinguistics, Volume 2: Reading, writing,and language learning (pp. 142-175). Cambridge: Cambridge University Press.
Schneider, W. &Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In Perfect, T. & Schwartz, B. (Eds.), Applied metacognition. Cambridge, UK: Cambridge University Press.
Schoenfeld, A. (1985). Mathematical Problem Solving. New York: Academich Press.
Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125.
Schunk, D. H. (2000). Coming to terms with motivation constructs. Contemporary Educational Psychology, 25, 116-119.
Schunk, D. H., & Zimmerman, B. J. (1994). Preface. In D. H. Schunk& B. J. Zimmerman(Eds.), Self-regulation of learning and performance: Issues and educational applications (pp.ix–xi). Hillsdale, NJ: Lawrence Erlbaum Associates.
Simon, H. A. & C.A. Kaplan, “Foundations of cognitive science”, in Posner, M.I. (Ed) 1989, Foundation of cognitive science, Cambridge, MIT Press.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, pp. 43-69.
Slavin, R. E., & Tanner, A. M. (1979). Effects of cooperative reward structures and individualaccountability on productivity and learning. Journal of Educational Research, 72(5),294–298.
Tobias, S., & Everson, H. T. (1997). Studying the relationship between affective and metacognitivevariables. Anxiety, Stress, and Coping, 10, 59–81.
Weinert, C. (1987). A social support measure: PRQ85. Nursing Research, 36, 273-277.
Wellman, H. M. (1983). Metamemory revisited. Contribution to HumanDevelopment,Wolman (Ed.), Handbook of developmental psychology (pp. 333–349). Englewood Cliffs, NJ:Prentice-Hall.
Zimmerman, B. &Reisemberg, R. (1997). Becoming a self-regulated writer: A social cognitiveperspective. Contemporary Educational Psychology, 22, 73–101.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysisof exemplary instructional models. In D. H. Schunk& B. J. Zimmerman (Eds.), Self-regulatedlearning: From teaching to self-reflective practice (pp. 1–19). New York: Guilford.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.Boekaerts, P. R. Pintrich, & M. Zeidner (Eds), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press.
