期刊名称：PROFILE Issues in Teachers' Professional Development
印刷版ISSN：2256-5760
出版年度：2017
卷号：19
期号：2
页码：87-100
DOI：10.15446/profile.v19n2.60231
语种：English
出版社：Universidad Nacional de Colombia, Facultad de Ciencias Humanas
摘要：This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
关键词：Argumentative essay;pre-service teachers;think-aloud protocol;writing strategies;ensayo argumentativo;estrategias de escritura;estudiantes de un programa de formación de profesores de inglés;protocolo de pensamiento en voz alta
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