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STUDENTS’ PROBLEMS OF ACADEMIC WRITING COMPETENCIES, CHALLENGES IN ONLINE THESIS SUPERVISION, AND THE SOLUTIONS: THESIS SUPERVISORS’ PERSPECTIVES
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 123-147 (2022) (2022)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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El cofre lectoescritor: una estrategia lúdicopedagógica para fortalecer procesos de lectura y escritura en estudiantes de grado primero
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Writing in Times of Deixis: A Validation Study of a Large-Scale Assessment of New Literacies
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The Connection between Metacognition and Academic Writing in a Praxis Inquiry Model of Teacher Education
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Reflection in Motion: A Case Study of Reflective Practice in the Composition Classroom
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Creative Writing in Ministry Preparation: Narrativizing Formational Reflection
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In: Faculty Publications and Presentations (2017)
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Metacognitive genre awareness as cognitive tool for improving expository essay in EFL: using SFL genre based instruction
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Kim, Min Jung. - : Sydney, Australia : Macquarie University, 2016
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Is There a Place for Cross-cultural Contastive Rhetoric in English Academic Writing Courses?
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 9, Núm. 1 (2016): February/March; p. 47-60 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 9, Núm. 1 (2016): February/March; p. 47-60 (2016)
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Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s
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"Strands of Student Talk": Exploring Reflection in Writing-Intensive Courses Across the Curriculum
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In: Dissertations (2015)
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Self-Regulation During A Reading-To-Write Task: A Sociocultural Theory-Based Investigation
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Estrategias metacognitivas en la expresión escrita: Un estudio de caso con futuros docentes ; Metacognitive strategies in written expression: a study case with future teachers
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Abstract:
Se ha demostrado que la escritura es una actividad cognitiva compleja que involucra no solo procesos cognitivos y metacognitivos, sino también los componentes afectivos. En este sentido, el objetivo de esta investigación fue apreciar el conocimiento y regulación que muestran los estudiantes de Magisterio sobre su escritura. MÉTODO. Para ello, se han seleccionado 20 alumnos de la Universidad de Granada, conformando un estudio de caso múltiple.Como instrumento de recogida de datos se empleó la entrevista cognitiva semiestructurada, mediante la aplicación de un cuestionario-guía estandarizado sobre la composición escrita, extrayendo cuestiones interesantes para el objetivo planteado. Los datos fueron sometidos a análisis de contenido bajo la codificación y categorización en metacategorías preestablecidas, atendiendo al modelo sociocognitivo más representativo de la escritura (Hayes y Flower, 1980; Hayes, 1996).RESULTADOS. Los alumnos muestran un dominio aceptable de la metacognición escritora, con salvedades sorprendentes, como la carencia en el conocimiento y control estructural del texto, y matices relevantes, como una concepción inmadura del proceso escritor y de las estrategias para la superación de los mismos. DISCUSIÓN. Los resultados apuntan que si bien estos alumnos muestran domino en algunas suboperaciones, existen deficiencias y lagunas en otras, que requieren formación precisa, dada su importancia en nuestra sociedad, así como en el nuevo marco delos estudios superiores. ; It has been shown that writing is complex activity involving not only cognitive and metacognitive processes but also affective components. In this regard, this article refers to the knowledge and control displayed by university students of initial teacher training on their writing. METHOD. To carry out that, a multiple case study was designed with 20 college students from the University of Granada. Data gathering technique used in this study was the semi-structured cognitive interview, applied by a standardized questionnaire-guide about writing composition, drawing interesting conclusions to attain the proposed aim. Content analysis was executed according to the codification and categorization in pre-established meta-psycholinguistics categories by the most representative socio-cognitive framework of writing (Hayes & Flower, 1980; Hayes, 1996). RESULTS. Students show an acceptable domain of metacognitive writing, with remarkable exceptions, as lack in knowledge and structural control of the text, and relevant shades, as immature conception about writing process and singular strategies of overcoming these difficulties. DISCUSSION. Results suggest that they are competent in some sub operations, however, they show difficulties and lacks in others that require specific training, given its importance in our society as well asin our new frame work for higher education.
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Keyword:
Autorregulación; Estudiantes universitarios; Expresión escrita; Metacognición; Metacognition; Self-regulation; University students; Writing
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URL: http://hdl.handle.net/10481/39417 https://doi.org/10.13042/Bordon.2014.66404
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"Whether Writers Themselves Have Been Changed": A Test of the Values Driving Writing Center Work
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In: Open Access Dissertations (2011)
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El mejoramiento cualitativo de la escritura a partir de la metacognición
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In: Colombian Applied Linguistics Journal, Vol 12, Iss 1, Pp 54-69 (2011) (2011)
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DESARROLLO DE HABILIDADES EN EL ESPAÑOL ESCRITO EN PERSONAS SORDAS UNIVERSITARIAS: ESTUDIO DE CASO DEVELOPMENT OF WRITTEN SPANISH SKILLS IN DEAF UNIVERSITY STUDENTS: A CASE STUDY
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In: Forma y Función, Vol 23, Iss 2, Pp 33-71 (2010) (2010)
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Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1208900950 (2008)
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