A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students

Autor/inn/en	Lv, Fenghua; Chen, Hongxin
Titel	A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students
Quelle	In: English Language Teaching, 3 (2010) 3, S.136-144 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Metacognition; Writing Instruction; Learning Strategies; Vocational Education; College Students; English (Second Language); Writing (Composition); Thinking Skills; Training; English Teacher Education; Student Centered Learning; Foreign Countries; Writing Tests; Pretests Posttests; Experimental Groups; Control Groups; Statistical Analysis; Educational Strategies; Interviews; Student Journals; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schreibunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausbildung; Berufsbildung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Denkfähigkeit; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Writing test; Schreibtest; Statistische Analyse; Lehrstrategie; Interviewing; Interviewtechnik; Studentenzeitung
Abstract	Effective English writing has long been a challenge in English language teaching. With the development of cognitive psychology, metacognition has drawn more and more researchers' attention and provides a new perspective for EFL writing. Metacognitive theory mainly includes metacognitive knowledge and metacognitive strategy. Among all the learning strategies, metacognitive strategy is a higher-order executive skill which includes planning, monitoring and evaluating. Once learners have a good command of metacognitive strategy, they will become more independent and autonomous and will be more capable of planning, monitoring and evaluating their learning process and thus become efficient learners. However, the study of metacognitive strategies-based writing instruction for vocational college students has been neglected for the past years. The author, therefore, carried out an empirical study to investigate the effect of metacognitive strategy training on students' writing performance in the hope of finding an optimal teaching approach for English teachers of vocational colleges. This teaching approach really embodies the teaching idea "student-centered" and is targeted to foster students' metacognitive strategy, monitoring and evaluating abilities in English writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01