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The Synergistic Influence of Thinking Styles and Metacognitive Knowledge on EFL Learners’ Written Production

Year 2019, Volume: 4 Issue: 2, 611 - 627, 31.12.2019
https://doi.org/10.33905/bseusbed.627152

Abstract

Writing is a cognitive task that reflects the writer’s
thought; it is a productive skill granting the learners of English as a foreign
language (EFL) the opportunity to display their linguistic knowledge and convey
their ideas. However, the students think differently which leads them to adopt
distinct ways for generating a written product. Therefore, the present study
attempts to explore the influence of exploiting different knowledge processing
approaches on EFL learners’ writing performance taking into consideration the
synergistic function of the students’ awareness and thinking styles in written
production. To achieve such an objective, the studied case revolved around a
sample of 40 third year EFL learners studying at the English department at TlemcenUniversity. The research instruments
included two tests and follow-up questionnaires. The collected data were
analyzed quantitatively and qualitatively. The research findings have elicited
that EFL students’ writing performance fluctuates depending on the level of
thought assessed in the given tasks leading to the conclusion that the quality
of the written output is largely determined by the adopted type of thinking
style which is closely associated with the learners’ awareness of their
personal knowledge and abilities.

References

  • Baker, L.,(2013). Metacognitive Strategies. In J. Hattie & E.M. Anderman (Eds.). International Guide to Student Achievement. New York: Routledge.419-421.
  • Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition. New Jersey: Lawrence Erlbaum Associates.
  • Blass,L., & Gordon, D. (2010). Writers at Work: From Sentence to Paragraph. Cambridge: CUP.
  • Bright, N. (2013). Those Who Can: Why Master Teachers Do What They Do. Lanham: Rowman & Littlefield Publishers, Inc.
  • Dyer, P.M. (1990). What Composition Theory Offers The Writing Teacher. In L.A. Arena (Ed.). Language Proficiency: Defining, Teaching and Testing. New York: Plenum Press. 99- 106.
  • Flower, L. (1979). Writer-Based Prose: A Cognitive Basis for Problems in Writing. College English, 41(1), 19-37.
  • Flower, L., & Hayes, J.R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4),365-387.
  • Flowerdew, L. (2012). Corpora and Language Education. UK: Palgrave Mcmillan.
  • Hyland, K. (2011). Learning to Write: Issues in Theory, Research and Pedagogy. In R. M. Manchón. Learning to Write and Writing to Learn in an Additional Language. Amsterdam: John Benjamins Publishing Company. 17-36.
  • Johnson, K. (2005). The ‘General’ Study of Expertise. In K. Johnson (Ed.) Expertise in Second Language Learning and Teaching. New York: Palgrave Mcmillan. 11-34.
  • Kellog, R.T. (1994). The Psychology of Writing. New York : Oxford University Press.
  • Kellog, R.T. (2008). Training Writing Skills : A Cognitive Developmental Perspective. Journal of Writing Research, 1(1), 1-26.
  • Lauer, J. M. (2004). Invention in Rhetoric and Composition. USA: Parlor Press and The WAC Clearinghouse.
  • Lipman, M. (2003). Thinking in Education. Cambridge: CUP.
  • McCormick, C. B. (2003). Metacognition and Learning. In W. M. Reynolds & G. F. Miller. Handbook of Psychology. New Jersey: John Wiley & Sons Inc. 79-102.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
  • Scardalamia, M., & Bereiter, C. (1987). Knowledge Telling and Knowledge Transforming in Written Composition. In S. Rosenberg (Ed.) Advances in Applied Psycholinguistics. Cambridge: CUP. 142-175.
  • Starko, A.J. (2010). Creativity in the Classroom: Schools of Curious Delight. New York: Routledge.
  • Tynjälä, P. (2001). Writing, Learning and the Development of Expertise In Higher Education. In P. Tynjälä, L. Mason & K. Lonka (Eds). Writing As a Learning Tool: Integrating Theory and Practice. Dordrecht: Kluwer Academic Publishers. 37-56
  • Wang, S. (2009). Text Types and Dynamism of Genres. In J. Renkema (Ed.). Discourse of Course: An Overview of Research in Discourse Studies. Amsterdam: John Benjamins Publishing Company. 81-92.

İngilizceyi Yabanci Dil Olarak Öğrenen Öğrencilerin Yazılı Metinlerindeki Üstbilişsel ve Düşünme Stillerin Sinerjistik Etkisi

Year 2019, Volume: 4 Issue: 2, 611 - 627, 31.12.2019
https://doi.org/10.33905/bseusbed.627152

Abstract

Yazma,
yazarların düşüncelerini yansıtan bilişsel beceri olan İngilizceyi yabanci dil
olarak öğrenen öğrencilerin hem fikirleri iletmek için hem de  onların dilsel bilgi göstermek için
öğrencilere fırsatı verir. Ancak, öğrenciler diğerlerinden farklı düşünüyorlar.
Bu nedenle, yazılı metin üretmek için her öğrenci bir düşünce tarzını benimsemiştir.
Bundan dolayı, bu makalede İngilizceyi yabanci dil olarak öğrenen öğrencilerin
yazma performanslarına bilgi-işlem yaklaşımın benimsemesinin etkisi keşfetmeye
incelenmiştir. Bu hususta öğrencilerin farkındalık ve düşünme stilleri
sinerjistik işlevleri dikkate alınmıştır. Böyle bir amaça ulaşmak için Tlemsen
üniversitesi İngiliz bölümünde İngilizceyi yabanci dil olarak öğrenen 40
öğrenci grübünü dayalı vaka çalışması kullanılmaktadır. Araştırma araçları
olarak iki test ve anketten yararlanılmaktadır. Toplanan veriler nicelik ve
nitelik olarak analiz edilmektedir. Çalışmadan elde edilen sonuçları ışığında
yazma görevler aracılığıyla değerlendirilen düşünce seviyesine bağlı
olarak  İngilizceyi yabanci dil olarak
öğrenen öğrencilerin yazma performansının değişimi bulunulmuştur. Bu nedenle,
üretilen kompozisyon yazma kalitesinde düşünce tarzı türünü benimsemesinin
büyük etkisi konusundaki sonuçlandırılmıştır. Ayrica, düşünce tarzı ile
öğrencilerin farkındalık , kişisel bilgi 
ve yetenek arasındaki ilişkiyi belirlenmiştir.

References

  • Baker, L.,(2013). Metacognitive Strategies. In J. Hattie & E.M. Anderman (Eds.). International Guide to Student Achievement. New York: Routledge.419-421.
  • Bereiter, C. & Scardamalia, M. (1987). The Psychology of Written Composition. New Jersey: Lawrence Erlbaum Associates.
  • Blass,L., & Gordon, D. (2010). Writers at Work: From Sentence to Paragraph. Cambridge: CUP.
  • Bright, N. (2013). Those Who Can: Why Master Teachers Do What They Do. Lanham: Rowman & Littlefield Publishers, Inc.
  • Dyer, P.M. (1990). What Composition Theory Offers The Writing Teacher. In L.A. Arena (Ed.). Language Proficiency: Defining, Teaching and Testing. New York: Plenum Press. 99- 106.
  • Flower, L. (1979). Writer-Based Prose: A Cognitive Basis for Problems in Writing. College English, 41(1), 19-37.
  • Flower, L., & Hayes, J.R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4),365-387.
  • Flowerdew, L. (2012). Corpora and Language Education. UK: Palgrave Mcmillan.
  • Hyland, K. (2011). Learning to Write: Issues in Theory, Research and Pedagogy. In R. M. Manchón. Learning to Write and Writing to Learn in an Additional Language. Amsterdam: John Benjamins Publishing Company. 17-36.
  • Johnson, K. (2005). The ‘General’ Study of Expertise. In K. Johnson (Ed.) Expertise in Second Language Learning and Teaching. New York: Palgrave Mcmillan. 11-34.
  • Kellog, R.T. (1994). The Psychology of Writing. New York : Oxford University Press.
  • Kellog, R.T. (2008). Training Writing Skills : A Cognitive Developmental Perspective. Journal of Writing Research, 1(1), 1-26.
  • Lauer, J. M. (2004). Invention in Rhetoric and Composition. USA: Parlor Press and The WAC Clearinghouse.
  • Lipman, M. (2003). Thinking in Education. Cambridge: CUP.
  • McCormick, C. B. (2003). Metacognition and Learning. In W. M. Reynolds & G. F. Miller. Handbook of Psychology. New Jersey: John Wiley & Sons Inc. 79-102.
  • Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: CUP.
  • Scardalamia, M., & Bereiter, C. (1987). Knowledge Telling and Knowledge Transforming in Written Composition. In S. Rosenberg (Ed.) Advances in Applied Psycholinguistics. Cambridge: CUP. 142-175.
  • Starko, A.J. (2010). Creativity in the Classroom: Schools of Curious Delight. New York: Routledge.
  • Tynjälä, P. (2001). Writing, Learning and the Development of Expertise In Higher Education. In P. Tynjälä, L. Mason & K. Lonka (Eds). Writing As a Learning Tool: Integrating Theory and Practice. Dordrecht: Kluwer Academic Publishers. 37-56
  • Wang, S. (2009). Text Types and Dynamism of Genres. In J. Renkema (Ed.). Discourse of Course: An Overview of Research in Discourse Studies. Amsterdam: John Benjamins Publishing Company. 81-92.
There are 20 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Rahmouna Zıdane

Publication Date December 31, 2019
Submission Date September 30, 2019
Acceptance Date November 26, 2019
Published in Issue Year 2019 Volume: 4 Issue: 2

Cite

APA Zıdane, R. (2019). The Synergistic Influence of Thinking Styles and Metacognitive Knowledge on EFL Learners’ Written Production. Bilecik Şeyh Edebali Üniversitesi Sosyal Bilimler Dergisi, 4(2), 611-627. https://doi.org/10.33905/bseusbed.627152