Fostering Self-Regulated Young Writers: Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class

Autor/inn/en	Zhang, Yanhong; Xi, Jiao
Titel	Fostering Self-Regulated Young Writers: Dynamic Assessment of Metacognitive Competence in Secondary School EFL Class
Quelle	In: Language Assessment Quarterly, 20 (2023) 1, S.88-107 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2022.2103702
Schlagwörter	Metacognition; Second Language Learning; Second Language Instruction; Correlation; Writing Evaluation; Writing Instruction; English (Second Language); Foreign Countries; Teaching Methods; Grade 7; Comparative Analysis; Intervention; Writing Attitudes; Student Attitudes; Evaluation Methods; Writing Processes; Likert Scales; Secondary School Students; China + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Likert-Skala; Sekundarschüler
Abstract	Research into metacognition has found it to facilitate self-regulation and correlate to learners' L2 writing level. Following Lee & Mak's (2018) framework of Metacognitive Instruction (MI) for L2 writing classrooms, this study applies Dynamic Assessment (DA) to writing MI (MI-DA) in a rural middle school EFL class in China. A one-semester comparative experimental study was conducted in two parallel Grade Seven classes (32 learners in each, taught by the same teacher) following a 3-step procedure: a nondynamic pretest and posttest for both control class (CC) and experimental class (EC) and an intervention phase, with CC receiving a score on written assignments and teacher's comments while EC was provided with MI-DA intervention during pre-writing, writing, and revision. Ratings of student independent writing as well as interview data indicate that MI improved significantly students' writing performance and metacognitive competence, influencing their attitude toward and confidence with writing. These goals, typically beyond the focus of most conventional assessments, are realized in DA through its commitment to taking account of the results of past development and those abilities that are ripening (i.e., future development). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01