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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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Abstract:
This study aimed to identify a pedagogy of writing that embodies high standards of writing and discerning educators in preservice teacher education. Using Flavell’s definition of metacognition, preservice teachers’ learning and writing, were explored in two first-year compulsory units of study in the Bachelor of Education course in one Australian university. Metacognition was studied to investigate how thinking skills could provide epistemological and pedagogical knowledge to fulfil the study aims. A qualitative methodology was employed, with semi-structured one-on-one interviews used to capture the lived experience of fifteen preservice teachers and nine lecturers/tutors in a praxis inquiry model of teaching and learning. Document study and thematic analysis of interview data were undertaken to ascertain how metacognition might impact on writing skills. The results highlight complexities surrounding an understanding of metacognition. First, ‘thinking about thinking’ was used to describe metacognition, without a conscious understanding of its cognitive complexity as a concept and skill. Second, in praxis inquiry learning metacognition and high standards of writing relate to the capacity to cognitively analyse theory and practice within reflection for writing in the genre referred to as ‘theorising’. Third, as learning constructs both metacognition and praxis inquiry lie within constructivism. However, the ability to reflect at a dialogic level to analyse theory and practice for writing in the theorising genre in praxis requires linguistic discourse knowledge with guided instruction. Vygotsky’s concept of scaffolded learning—including explicit teaching in the form of, demonstration, questioning and discussion—was required to reach cognitive transformations for the theorising genre. This thesis has identified that (a) a heightened consciousness of metacognition within praxis inquiry, and (b) visible pedagogy to develop analytical skills in the ‘theorising’ genre, have the potential to contribute to the development of discerning educators capable of high standards of writing. Insights gained from this study can inform pedagogy, course design and professional development.
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Keyword:
1303 Specialist Studies in Education; 1702 Cognitive Science; academic discourse; academic writing; assessment; cognitive and social constructivism; College of Arts and Education; information communication technologies; Institute for Sustainable Industries and Liveable Cities; metacognition; praxis inquiry; reflection; transformational learning; writing genres
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URL: https://vuir.vu.edu.au/40048/1/CARTER%20Violetta-thesis_nosignature.pdf
https://vuir.vu.edu.au/40048/
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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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"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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