Socially-Shared Metacognitive Regulation Episodes between Undergraduate Engineering Students during a Collaborative Genre Analysis Task in an English for Academic Purposes Course

Autor/inn/en	Seiradakis, Emmanouela; Spantidakis, ?oannis
Titel	Socially-Shared Metacognitive Regulation Episodes between Undergraduate Engineering Students during a Collaborative Genre Analysis Task in an English for Academic Purposes Course
Quelle	In: English Language Teaching, 12 (2019) 6, S.217-225 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; Undergraduate Students; Engineering Education; Collaborative Writing; Web Sites; Web 2.0 Technologies; English for Academic Purposes; Task Analysis; Scaffolding (Teaching Technique); Foreign Countries; Teaching Methods; Greece + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ingenieurausbildung; Web-Design; Aufgabenanalyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Griechenland
Abstract	Recent findings suggest that genre-based tasks such as move analysis when underpinned by the theory of metacognition can familiarize undergraduate students with newly encountered academic genres such as the research article. However, there still is a limited understanding about how and when novices engage in socially shared metacognitive regulation processes (SSMR) during online collaborative genre analysis tasks. The purpose of this study was to identify when and how a small group of undergraduate engineering students engaged in SSMR processes during a collaborative online move analysis wiki task. Results suggest SSMR was frequently triggered when participants faced a task-related problem and manifested as an expression of doubt and conflicting ideas or when participants attempted to reach a consensus on seemingly difficult genre analysis aspects. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01