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Iranian Journal of Applied Linguistics، جلد ۲۱، شماره ۱، صفحات ۱۰۱-۱۲۴
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| عنوان فارسی |
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| چکیده فارسی مقاله |
| 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. | |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels |
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| چکیده انگلیسی مقاله |
| 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. | |
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| کلیدواژه‌های انگلیسی مقاله |
Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty |
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| نویسندگان مقاله |
| Manoochehr Jafarigohar
| Mahboubeh Mortazavi
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| نشانی اینترنتی |
http://ijal.khu.ac.ir/browse.php?a_code=A-10-703-3&slc_lang=en&sid=1 |
| فایل مقاله |
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| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
تخصصی |
| نوع مقاله منتشر شده |
پژوهشی |
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