Teaching Writing--With or without Metacognition?: An Exploratory Study of 11- to 12-Year-Old Students Writing a Book Review

Autor/inn/en	Colognesi, Stéphane; Piret, Clémence; Demorsy, Simon; Barbier, Elise
Titel	Teaching Writing--With or without Metacognition?: An Exploratory Study of 11- to 12-Year-Old Students Writing a Book Review
Quelle	In: International Electronic Journal of Elementary Education, 12 (2020) 5, S.459-470 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Writing Instruction; Metacognition; Preadolescents; Book Reviews; Elementary School Students; Questioning Techniques; Instructional Effectiveness; Revision (Written Composition); Public Schools; Foreign Countries; Writing Skills; Writing Improvement; Belgium + Suchen Sie Ihr Suchwort? Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pre-adolescence; Präadoleszenz; Book reviewing; Book review; Rezension; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Korrektur; Public school; Öffentliche Schule; Ausland; Writing skill; Schreibfertigkeit; Belgien
Abstract	In this contribution, we attempt to answer two research questions: (1) What effects do metacognitive questions have on students' writing skills? and (2) How do students respond to metacognitive questions? To answer these questions, we conducted an experiment with 43 students who were 11 to 12 years old. They were engaged in writing in a particular genre: book reviews. These pupils belonged to two classes at the same school, and for three weeks they experienced an instructional system combining identified principles of effective writing instruction, taught by the same teacher. They were required to rewrite their text several times, with the only difference being that in one group, metacognitive questions were introduced before, during, and after writing, unlike in the other class. A total of 172 written productions were analyzed under both conditions. Student responses in the metacognition condition were also analyzed. Our results show that students in both conditions made significant progress. But in the metacognitive condition, students made more significant progress. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01