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:: Volume 21, Issue 1 (4-2018) ::
IJAL 2018, 21(1): 101-124 Back to browse issues page
Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels
Manoochehr Jafarigohar , Mahboubeh Mortazavi
Abstract:   (5961 Views)
This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.  The study also found high correlation between the social mode of metacognition in L2 writing and learners’ individual metacognition.  The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.
Keywords: Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty
Full-Text [PDF 517 kb]   (1522 Downloads)    
Type of Study: Research | Subject: Special
Received: 2017/10/14 | Accepted: 2018/02/12 | Published: 2018/04/15
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Jafarigohar M, Mortazavi M. Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels. IJAL 2018; 21 (1) :101-124
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Volume 21, Issue 1 (4-2018) Back to browse issues page
Iranian Journal of Applied Linguistics
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