印尼英语学生的写作过程:认知策略和元认知策略的应用

Safira Azizah, Soraya Soraya
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引用次数: 0

摘要

对认知策略和元认知策略进行了研究,以期找到有效的写作教学策略。然而,很少有人关注学生在写作过程中使用这些策略时的想法。本研究旨在探讨英语学生在议论文写作中运用认知策略和元认知策略的过程。我们邀请了三名英语系论文写作专业的大学生,用Zoom录音的方式记录议论文的写作过程,在屏幕上显示完整的音频和视频。他们的作品被检查,学生们接受了采访。这个过程使用了有声思考协议(tap)和屏幕记录法(SRM)来记录计算机屏幕上的所有活动,学生的工作,访谈探讨了学习者在写作过程中对特定情境的感知。使用英语作为外语(EFL)写作策略作为叙事分析的框架对数据进行分类和分析。本研究发现,认知策略和元认知策略都有助于所有参与者通过每个步骤和策略的思考过程和决策来完成他们的论文。虽然认知和元认知在每个参与者的写作过程中都有独特的应用,但它在自我调节学习中产生了批判性的写作步骤内化。本研究表明,认知和元认知过程在促进英语学习者的写作策略和自我调节学习方面是有效的。为了使认知和元认知策略在写作活动中得到更深入的应用,未来的研究可以针对不同年龄或教育水平的学生使用其他体裁。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Closer Look on Indonesian EFL students’ Writing Process: The Application of Cognitive and Metacognitive Strategies
Cognitive and metacognitive strategies have been researched to find an effective strategy in teaching writing. However, little attention has been given to investigate what is on the students’ minds while applying those strategies in the writing process. This descriptive qualitative study aims to investigate the process of applying the cognitive and metacognitive strategies by EFL students while performing argumentative essays. Three university students of the English Department taking the Essay Writing subject were invited to record the process of authoring argumentative essays using Zoom recording to display full audio and video on screen. Their writings were checked and the students were interviewed. This process used think-aloud protocols (TAPs) completed with the screen recording method (SRM) to record all activities on the computer screen, students’ work, and the interview explored the learners’ perception towards particular situation in their writing process. The data were categorized and analyzed using English as a foreign language (EFL) writing strategies as a framework for narrative analysis.  This study found that both cognitive and metacognitive strategies helped all participants complete their essay through the thinking process and decision making of each step and strategy. While cognitive and metacognitive were applied distinctively in each participant’s writing processes, it produced the internalization of writing steps critically in self-regulated learning.  This study demonstrates that cognitive and metacognitive processes are effective in promoting varied writing strategies and self-regulated learning for EFL learners. To get a thorough application of cognitive and metacognitive strategies in writing activity, future research can use other genre for students at different age or level of education.
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