文章基本信息

标题：Investigating Iranian EFL learners’ writing metacognitive awareness
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作者：Maftoon, Parviz ; Birjandi, Parviz ; Farahian, Majid 等
期刊名称：International Journal of Research Studies in Education
印刷版ISSN：2243-7703
电子版ISSN：2243-7711
出版年度：2014
卷号：3
期号：5
语种：English
出版社：Consortia Academia Publishing
摘要：There has been a growing body of research in the few past decades on the role of metacognition in learning. In line with the evolution of research in the area of metacognition in education, there is a growing need for the better understanding the nature of the construct in foreign language (FL) teaching especially writing skill. In an attempt to develop a model of writing metacognitive awareness, based on both Flavel’s (1987) and the two-dimensional dichotomy of knowledge and regulation of cognition (Brown, 1987; Jacobs & Paris, 1987; Schraw & Moshman, 1995), 59 English as a foreign language (EFL) learners with different proficiency levels were divided into two novice and expert groups. After writing an essay, the participants took part in a semi-structured interview. The content analysis of the data as well as the related literature revealed a model for Iranian EFL learners’ writing metacognitive awareness in which knowledge of cognition with four subcomponents and regulation of cognition with five sub-components emerged.
关键词：metacognition;EFL writing;knowledge of cognition;regulation of cognition;metacognitive awareness