Self-monitoring based on agreed-on assessment criteria in EFL writing

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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 th...

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Autores principales: Dalla Costa, Natalia Verónica, Gava, Ileana Yamina
Formato: conferenceObject
Lenguaje:Inglés
Publicado: 2022
Materias:
Self-monitoring
Learner autonomy
Agreed-on assessment criteria
EFL writing
Acceso en línea:http://hdl.handle.net/11086/29429
Aporte de:
Repositorio Digital Universitario (UNC) de Universidad Nacional de Córdoba
id I10-R141-11086-29429
record_format dspace
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-141
collection Repositorio Digital Universitario (UNC)
language Inglés
topic Self-monitoring
Learner autonomy
Agreed-on assessment criteria
EFL writing
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
topic_facet Self-monitoring
Learner autonomy
Agreed-on assessment criteria
EFL writing
description 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.
format conferenceObject
author Dalla Costa, Natalia Verónica
Gava, Ileana Yamina
author_facet Dalla Costa, Natalia Verónica
Gava, Ileana Yamina
author_sort Dalla Costa, Natalia Verónica
title 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_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_sort self-monitoring based on agreed-on assessment criteria in efl writing
publishDate 2022
url http://hdl.handle.net/11086/29429
work_keys_str_mv AT dallacostanataliaveronica selfmonitoringbasedonagreedonassessmentcriteriaineflwriting
AT gavaileanayamina selfmonitoringbasedonagreedonassessmentcriteriaineflwriting
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