A Metacognitive Strategy for Teaching Essay Planning to E.S.L. Students: A Computer-Based Instructional Design.

Autor/inn/en	Barnes, Mary Ellen; und weitere
Titel	A Metacognitive Strategy for Teaching Essay Planning to E.S.L. Students: A Computer-Based Instructional Design.
Quelle	(1993), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Cognitive Processes; College Students; Computer Assisted Instruction; English (Second Language); Essays; Higher Education; Metacognition; Second Language Instruction; Student Evaluation; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Cognitive process; Kognitiver Prozess; Collegestudent; Computer based training; Computerunterstützter Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Schreibunterricht
Abstract	A lesson in essay planning designed for college and graduate students of English as a Second Language is described. The intended audience is a group with varied linguistic backgrounds and levels of English proficiency. The lesson's objective is to develop metacognitive skills for planning well-organized essays. A computer program using graphics, pull-down menus, and color coding was created to direct students' planning events, and the actual writing is done with paper and pencil. This lesson is designed for use early in the writing course, before the first essay is written, to make the writing process more efficient. Criteria used for evaluating the instructional design, lesson content, and technical quality of the program are outlined. Specific instructional components incorporated into the lesson are also described. These include: gaining attention; informing the learner of the lesson objective; communicating the function and utility of the strategy; communicating the context in which the strategy will be used; confirming or teaching subordinate skills; describing and demonstrating the planning task strategy and providing varied practice with novel problems; eliciting unprompted performance; providing informative feedback; assessing performance; and enhancing retention and transfer. Student and instructor questionnaires and some screen designs are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC