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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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Abstract:
Most composition studies focus on students’ writing processes and written products without integrating reading into their research activities. More recently, researchers have acknowledged the reciprocal reading-writing relationship and begun to examine reading-to-write or discourse synthesis processes. Research shows that discourse synthesis is cognitively demanding and that most second language writers lack linguistic, mental, and sociocultural resources to perform this task effectively. Existing studies have not emphasised the role of self-directed speech as a self-regulatory strategy while students read multiple texts in order to write. This thesis addresses this gap in the literature. Informed by sociocultural theoretical notions that cognition is socially mediated and that speech is instrumental in learning and development, this qualitative multiple-case-studies thesis examined how five Thai EFL tertiary students applied their knowledge and skills, following explicit concept-based instruction on discourse synthesis, textual coherence, and argumentation. The researcher designed and delivered a four-week intervention in which the learning concepts, materials, and verbalisation were instrumental in promoting conceptual understanding and reading-to-write performance. Explicitly taught verbalisation or self-directed speech, together with learning materials specifically designed as schemes for task orientation, was a key for self-regulation as participants read multiple texts in order to compose an argument essay. The study adopted an activity theoretical framework and microgenetic analysis. The analysis aimed to describe the participants as social beings and to outline their self-regulation as it unfolded during a mediated reading-to-write activity. Data from a pre-task questionnaire on strategy use and from a post-task written self-reflection form together with video-recorded data during the end-of-intervention discourse synthesis task and interview data were triangulated to examine how reading-to-write activities were mediated and regulated. Findings were organised around four main themes: participants as readers and writers of English, essay argument structure, microgenetic findings of unfolding self-regulatory behaviour during the discourse synthesis activity, and developmental gains as perceived by the participants during concept-based instruction. The findings in this study show that participants’ reading and writing difficulties and argumentation were, in part, shaped by the social, historical and cultural factors in the Thai EFL context, and that participants’ strategic application of verbalisation and learning materials mediated their developmental changes and self-regulation. During the discourse synthesis task, participants used self-directed speech as a strategy and demonstrated varying degrees of self-regulation over various task aspects. Successful task completion indicated purposeful mediated learning with strong orientation towards the task, based on conceptual understanding, specific goals, and voluntary inclusion of learning materials as psychological tools. All participants reportedly viewed verbalisation as a useful strategy and most participants were able to describe their increased theoretical understanding of the concepts explicitly taught. However, their conceptual understanding did not always translate into their actual performance. These findings raise pedagogical implications and highlight the need for human mediators to make explicit the learning concepts, materials and strategies, so that theoretical understanding and learning tools can lead to meaningful task performance. Based on the above findings, this thesis proposes a self-regulation model and calls for future research to investigate how explicit verbalisation training can be systematised.
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Keyword:
academic writing; activity theory; argumentation; case study design; CHAT; coherence; concept-based instruction; conceptual development; control; discourse synthesis; EFL/ESL composition; execution; explicit mediation; Gal'perin; integrated writing task; internalisation; Leont'ev; mediation; metacognition; microgenetic analysis; microgenetic development; microgenetic episode; object-regulation; orientation; other-regulation; private speech; private speech of adult learners; qualitative research; reading-to-write; reading-writing connection; reading-writing relationship; reciprocal concepts; reciprocal skills; scientific concept; SCOBA; second language writing; self-directed speech; self-instruction; self-questioning; self-regulation; self-regulation model; self-regulatory strategy; sociocultural theory; speaking and writing; STI; strategies; Systemic Theoretical Instruction; talking-to-learn; task orientation; Thai EFL context; Toulmin; verbal data; verbalisation; verbalisation training; Vygotsky; writing-from-sources
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URL: http://hdl.handle.net/10523/5577
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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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"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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