The Effects of Applying Metacognitive Knowledge and Strategies to aSchool English Writing Program.docx

The Effects of Applying Metacognitive Knowledge and Strategies to aSchool English Writing Program.docx

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TheEffectsofApplyingMetacognitiveKnowledgeandStrategiestoaSchoolEnglishWritingProgram

TheEffectsofApplyingMetacognitiveKnowledgeandStrategiestoaSeniorHighSchoolEnglishWritingProgram:

AnActionResearchviatheIntelligentWeb-basedInteractiveLanguageLearning（IWiLL）Platform

Introduction

ThisactionresearchisapilotstudyaimingtodesignanEnglishwritingtrainingprogramtoimprovethewritingstrategyuseofthestudentslowinEnglishwritingabilityinNationalChungHsingSeniorHighSchool（CHSH）.Throughinvestigatingtheeffectsofintegratingmetacognitiveknowledgeandstrategiesintothecoursedesign,theresearchattemptstoconstituteametacognitiveknowledgebasethatstudentsneedinordertoeffectivelyachievethepurposeofwriting.

InChapterOne,thebackgroundtotheresearchisaddressed.Firstly,thepresentwritinginstructioninNationalChungHsingSeniorHighSchoolisstated.Someproblemsinthewritinginstructionwithinourschoolareidentified.Inthesecondsection,theroleofmetacognitiveknowledgeandstrategiesinEnglishwritinginstructionisexplored.Withtheattempttopromoteintegratingthefindingsofthemetacognitivetheoryintowritinginstruction,theresearchersexplicatethenotionofmetacognitionandtheimportantroleitplaysinwritinginstruction.TheIntelligentWeb-basedInteractiveLanguageLearning（IWiLL）Platformisintroducedinthefollowingsection.Astheresearchisanewattempttoincorporateaweb-basedlanguagelearningplatformandmetacognitiontheoriesintoseniorhighschoolEnglishwritinginstruction,thesignificanceaswellasthelimitationsofthisactionresearcharestatedintheconcludingpartsofthefirstchapter.

ChapterTwoconcernsmainlythetheorypart.Inthischapter,wehaveproposedthepossiblemetacognitiveskillsinvolvedinwritingingeneral,andsomepossiblemetacognitivestrategiesassociatedwiththeskills.Throughliteraturereview,theresearchersexplorethepossibilityofusinganactionresearchtoimproveEnglishwritinginstruction.TheuseofonlinewritingtoolstoassistEnglishwritinginstructionisalsoinvestigated.Thethirdandfourthsectionsinthischapterfocusonthetheoreticaldimensionofmetacognition.Inthesetwoparts,manycurrentissuesofmetacognitionarepresented.Basedontheconceptsandrecentstudies,theadoptionofmetacognitiveknowledgeandstrategiestoEnglishwritinginstructionisfosteredanddiscussed.

ChapterThreeisabouttheresearch.Inthefirstsection,themethodologyisintroducedwithsubjects,instrumentsandcoursedevelopmentdescribed.Inthesecondsection,datacollectionanddiscussionarepresented.Theinstrumentsusedinthestudyaretwoquestionnaires,anopen-endedsurvey,anintrospectiveinterviewandtwomotivationsurveys（pre-andpost-tests）.Toanalyzethedatacollected,inChapterFour,thequalitativeandquantitativeanalysesofthedataarestated.

Severalprominentfindingsandresultsarederivedfromdataanalyses.Basedonthesefindingsandresults,inconclusion,someimplicationsaswellasrecommendationsarepresentedforthecurrentEnglishwritingcurriculawithinseniorhighschoolsandforteacherswhoareinterestedinapplyingthefindingsofthetheoryofmetacognitiontoEnglishwritinginstruction.

ChapterOne:

BackgroundtotheResearch

Thewritingprocesscanbeviewedasacognitiveactivity（Flower&Hayes,1981）.Intheprocessofwriting,writershavetoapplyspecificknowledgetheyhaveacquired（mostlyassociatedwiththetopicandsomerhetoricconventionsaboutit）,setgoalsandplans,monitorandevaluatethewaytheycomposetheirworks,andrevisebydetectinganyflawsorerrorsthatmightbeinthewrittentexts.Obviously,underlyingtheuseofknowledgeandstrategiesareanumberofcomponentprocessesthatinteract.Nowonderwritinginstructionaswellaslearningisoftenregardedasagreatchallengetobothinstructorsandlearners.

Inordertohaveabetterunderstandingofhowwritersreflectuponandmonitortheircognitiveactivities,intherecentdecade,researchershaveattemptedtoapplythefindingsofthetheoryofmetacognitiontoEnglishwritinginstruction.Throughinvestigatingtheprocessessomeskilledaswellaslessskilledwritersundergo,manywritingresearchersamongothersconcludethatenhancinglearners’self-awarenessoftheircognitiveactivitiesduringwritingdoesimprovetheirwritingperformance.

Basedonthepreviousstudies,thisresearchisafurtherattemptonintegratingmetacognitionintoanEnglishwritingprogram,thistime,

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Theresearchersandtheirstudiesthatconcludeenhancinglearners’metacognitivemodelscanassistthemtobecomebetterlanguagelearnersareHartman,2001;Kasper,1997;Sitko,1998;Devine,1993;