scholarly journals Using metacognitive processes to improve students’ writing quality

2011 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Martha Judith Camelo González
Keyword(s):  
Research Study ◽  
Written Language ◽  
Team Work ◽  
Metacognitive Skills ◽  
Writing Quality ◽  
Pedagogical Approach ◽  
Reflective Process ◽  
Metacognitive Processes ◽  
Argumentative Texts

This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students’ interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students’ everyday life through the “classroom project” where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.

Intercultural Discourse Patterns in Writing Argumentative Texts

2008 ◽  
Vol 156 ◽  
pp. 153-168
Author(s):  
Bruria Margolin ◽  
Hanna Ezer
Keyword(s):  
Student Teachers ◽  
Native Speakers ◽  
First Year ◽  
Writing Quality ◽  
Discourse Patterns ◽  
Jewish Students ◽  
Arab Students ◽  
Text Features ◽  
Argumentative Texts

This study examines the quality of the writing of Jewish (L1) and Arab (L2) first-year student teachers at Hebrew-speaking colleges. The study seeks to understand the quality of argumentative writing of the student teachers at the beginning of their studies and to expose the discourse patterns that emerge from those argumentative texts. A code book serving as a coding analysis device was developed in order to reveal the following rhetorical text features: content, structure, syntax and style. Each global feature contained a number of specific measures. The findings indicate that the writing quality of first-year L1 students is significantly higher than that of first-year L2 students on all the specific writing measures examined. The texts of the Arab students were less coherent and lacked rhetorical structure and accepted grammatical forms, whereas those of the Jewish students were more coherent and self-explanatory. The study concludes that when Arab students write in Hebrew as a second language, the linguistic and rhetorical conventions of Arabic interfere with their Hebrew writing. The results demonstrate significant and interesting differences between Jewish native speakers (L1 students) and Arab non-native speakers (L2 students). While the texts of L1 students tend to display 'explicit coherence,' those of L2 students show 'implicit coherence.'

scholarly journals Writing and Metacognition: How Italian Students Represent the School Organization and the Assessment Processes

2018 ◽  
Vol 4 (4) ◽  
pp. 43
Author(s):  
Giovanni Moretti ◽  
Arianna Giuliani ◽  
Arianna Lodovica Morini
Keyword(s):  
Undergraduate Students ◽  
Daily Life ◽  
Writing Skills ◽  
School Organization ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Department Of Education ◽  
Metacognitive Skills ◽  
Metacognitive Processes ◽  
Argumentative Texts

The importance of involving students in writing activities that encourage them to work on metacognitive processes is shared by educational experts (Albanese et al., 2003; Harris et al., 2010; De Simone et al., 2015). During the formative process, activities that require students to use judgment and critical thinking skills, as well as challenging them to reflect on themes close to their daily-life, are those reported to be more effective (Bruning - Horn, 2000; Boscolo - Gelati, 2007; Smith et al., 2007). The paper presents the results of a writing laboratory developed with Italian undergraduate students. The students were freshmen at the Department of Education of the Roma Tre University. The main objective was to work on the metacognitive skills of students, asking them to clarify their idea of "school organization and assessment processes in Italy", through a written paper. In addition to argumentative texts, students were asked to identify one or more illustrations to support their own judgment. The research hypothesis was that ideas that students have about scholastic organization and about assessment processes could considerably influence the way in which they approach their academic path. The products of the laboratory were systematically shared and discussed with the students. The result of the research confirms the importance of working with students on writing skills and on metacognition. These are shown to be relevant to the students' educational and professional future.

Intercultural Discourse Patterns in Writing Argumentative Texts

2008 ◽  
Vol 156 ◽  
pp. 153-168
Author(s):  
Bruria Margolin ◽  
Hanna Ezer
Keyword(s):  
Student Teachers ◽  
Native Speakers ◽  
First Year ◽  
Writing Quality ◽  
Discourse Patterns ◽  
Jewish Students ◽  
Arab Students ◽  
Text Features ◽  
Argumentative Texts

Abstract This study examines the quality of the writing of Jewish (L1) and Arab (L2) first-year student teachers at Hebrew-speaking colleges. The study seeks to understand the quality of argumentative writing of the student teachers at the beginning of their studies and to expose the discourse patterns that emerge from those argumentative texts. A code book serving as a coding analysis device was developed in order to reveal the following rhetorical text features: content, structure, syntax and style. Each global feature contained a number of specific measures. The findings indicate that the writing quality of first-year L1 students is significantly higher than that of first-year L2 students on all the specific writing measures examined. The texts of the Arab students were less coherent and lacked rhetorical structure and accepted grammatical forms, whereas those of the Jewish students were more coherent and self-explanatory. The study concludes that when Arab students write in Hebrew as a second language, the linguistic and rhetorical conventions of Arabic interfere with their Hebrew writing. The results demonstrate significant and interesting differences between Jewish native speakers (L1 students) and Arab non-native speakers (L2 students). While the texts of L1 students tend to display 'explicit coherence,' those of L2 students show 'implicit coherence.'

Students’ Understanding of Generic Structure of the Text and the Quality of Writing: A Correlational Study

2019 ◽  
Vol 2 (1) ◽  
pp. 37-45
Author(s):  
Atikah Wati
Keyword(s):  
High School ◽  
Research Design ◽  
Senior High School ◽  
Second Grade ◽  
Statistical Calculation ◽  
Writing Quality ◽  
Generic Structure ◽  
Writing Test ◽  
Correlational Research

Indriyani et al, (2013) stated that many students had dificulty in understanding the generic structure of analytical exposition text. Therefore, the present study tried to investigate the correlation between students understanding in writing generic structure of analytical exposition and the quality of students’ writing in second grade of senior hight school. Grounded in explanatory correlational research design by Creswell (2011), this study conducted over two weeks in one of senior high school in Indramayu. Close-ended questionnaire and writing test were instruments to collect the data and it was analyzed  by using SPSS 22. The statistical calculation from students understanding in writing generic stucture of the text and writing test indicated that the value of tcount was 3.23 and the value of ttable was 0.361. It can be concluded that the hypothesis was accepted because tcount 3.23 > ttable 0.361. The finding reveal that there was middle correlation or middle prediction in students understanding of generic structure of analytical exposition and students writing quality with the score 0,52.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

PENGARUH KUALITAS LAYANAN DAN NILAI PELANGGAN TERHADAP KEPUASAN PELANGGAN TOKO SERBA ADA MATAHARI DI PONDOK GEDE PLAZA KOTA BEKASI

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Drs. Iwan Kurniawan Subagja, SE., MM. ◽  
Adista Fitriani
Keyword(s):  
Regression Analysis ◽  
Customer Satisfaction ◽  
Service Quality ◽  
Customer Value ◽  
Research Study ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Analysis Technique ◽  
Study Population

Business competition is currently increasingly stringent requires that marketers develop marketing strategy that is telling. Companies that win business competition can solidify the company's position to survive in the future. This research study aims to analyze the effect of service quality and customer value on customer satisfaction of Multipurpose Shop Matahari in Pondok Gede Plaza simultaneously and partially. The study population is all customers of multipurpose store Matahari. This research uses multiple linear regression analysis technique, with survey data and questionnaire to 130 respondents. The results of this study indicate that the quality of service and customer value positively and significantly affect the customer satisfaction, service quality and customer value positively and partially significant to customer satisfaction.

Training Package for Emergency Medical Teams Deployed to Disaster Stricken Areas: Has ‘TEAMS’ Achieved its Goals?

2021 ◽  
pp. 1-7
Author(s):  
Moran Bodas ◽  
Kobi Peleg ◽  
Bruria Adini ◽  
Luca Ragazzoni
Keyword(s):  
Self Efficacy ◽  
Training Programs ◽  
Team Work ◽  
Pilot Training ◽  
Perceived Needs ◽  
Training Package ◽  
Emergency Medical ◽  
Field Team ◽  
Medical Teams

Abstract In spite of their good intentions, Emergency Medical Teams (EMTs) were relatively disorganized for many years. To enhance the efficient provision of EMT’s field team work, the Training for Emergency Medical Teams and European Medical Corps (TEAMS) project was established. The purpose of this study was to assess the effectiveness and quality of the TEAMS training package in 2 pilot training programs in Germany and Turkey. A total of 19 German and 29 Turkish participants completed the TEAMS training package. Participants were asked to complete a set of questionnaires designed to assess self-efficacy, team work, and quality of training. The results suggest an improvement for both teams’ self-efficacy and team work. The self-efficacy scale improved from 3.912 (± 0.655 SD) prior to training to 4.580 (± 0.369 SD) after training (out of 5). Team work improved from 3.085 (± 0.591 SD) to 3.556 (± 0.339 SD) (out of 4). The overall mean score of the quality of the training scale was 4.443 (± 0.671 SD) (out of 5). In conclusion, The TEAMS Training Package for Emergency Medical Teams has been demonstrated to be effective in promoting EMT team work capacities, and it is considered by its users to be a useful and appropriate tool for addressing their perceived needs.

Beyond Differences: Assessing Effects of Shared Linguistic Features on L2 Writing Quality of Two Genres

2021 ◽  
Author(s):  
Xiaopeng Zhang ◽  
Xiaofei Lu ◽  
Wenwen Li
Keyword(s):  
Latent Variables ◽  
Moving Average ◽  
College Level ◽  
Linguistic Features ◽  
Writing Quality ◽  
Efl Writing ◽  
Test Corpus ◽  
Argumentative Essays ◽  
Complex Nominals

Abstract This study explored the relationship between linguistic features and the rated quality of letters of application (LAs) and argumentative essays (AEs) composed in English by Chinese college-level English as a foreign language (EFL) learners. A corpus of 260 LAs and 260 AEs were analyzed via a confirmatory factor analysis. Latent variables were EFL writing quality, captured by writing scores, and lexical sophistication, syntactic complexity, and cohesion, each captured by different linguistic features in the two genres of writing. Results indicated that lexical decision times, moving average type-token ratio with a 50-word window, and complex nominals per clause explained 55.5 per cent of the variance in the holistic scores of both genres of writing. This pattern of predictivity was further validated with a test corpus of 110 LAs and 110 AEs, revealing that, albeit differing in genre, higher-rated LAs and AEs were likely to contain more sophisticated words and complex nominals and exhibit a higher type-token ratio with a 50-word window. These findings help enrich our understanding of the shared features of different genres of EFL writing and have potentially useful implications for EFL writing pedagogy and assessment.

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