Fostering Self-Regulated Young Writers: Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class

IF 1.4 2区 文学 0 LANGUAGE & LINGUISTICS
Yanhong Zhang, Jiao Xi
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引用次数: 1

Abstract

ABSTRACT Research into metacognition has found it to facilitate self-regulation and correlate to learners’ L2 writing level. Following Lee & Mak’s (2018) framework of Metacognitive Instruction (MI) for L2 writing classrooms, this study applies Dynamic Assessment (DA) to writing MI (MI-DA) in a rural middle school EFL class in China. A one-semester comparative experimental study was conducted in two parallel Grade Seven classes (32 learners in each, taught by the same teacher) following a 3-step procedure: a nondynamic pretest and posttest for both control class (CC) and experimental class (EC) and an intervention phase, with CC receiving a score on written assignments and teacher’s comments while EC was provided with MI-DA intervention during pre-writing, writing, and revision. Ratings of student independent writing as well as interview data indicate that MI improved significantly students’ writing performance and metacognitive competence, influencing their attitude toward and confidence with writing. These goals, typically beyond the focus of most conventional assessments, are realized in DA through its commitment to taking account of the results of past development and those abilities that are ripening (i.e., future development).
培养自我调节的青年作家:中学英语课堂元认知能力的动态评估
对元认知的研究发现,元认知有助于自我调节,并与学习者的二语写作水平相关。遵循Lee & Mak(2018)的第二语言写作课堂元认知教学(MI)框架,本研究将动态评估(DA)应用于中国农村中学英语写作课堂的元认知教学(MI-DA)。在两个平行的七年级班级(每个班级32名学生,由同一位老师授课)中进行了一项为期一个学期的比较实验研究,遵循了三个步骤:对照班(CC)和实验班(EC)的非动态前测和后测以及干预阶段,其中CC收到书面作业分数和教师评论,而EC在写作前,写作和修改期间提供MI-DA干预。学生独立写作评分和访谈数据表明,MI显著提高了学生的写作成绩和元认知能力,影响了他们对写作的态度和信心。这些目标通常超出了大多数常规评估的重点,通过其承诺考虑到过去发展的结果和那些正在成熟的能力(即未来的发展),在发展数据中得以实现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.40
自引率
3.40%
发文量
22
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