Metacognition, Self-Regulation and Writing - Archive ouverte HAL Accéder directement au contenu
Ouvrages Année : 2024

Metacognition, Self-Regulation and Writing

Dyanne Escorcia

Résumé

Students’ difficulties in producing texts that meet the requirements of academic writing are a recurring concern for teaching staff and those responsible for university courses. Various initiatives are currently being taken, mainly at undergraduate level, to help students improve the quality of their writing. Research into metacognitive processes and the self-regulation of learning can be used to support the design of these writing support systems, particularly by providing a better understanding of the students’ difficulties. This book reviews the concepts of metacognition and self-regulation in relation to writing processes. It analyses the metacognitive components involved in text production, their links with successful writing and their individual and contextual determinants. It completes this analysis by drawing on the teaching and assessment of writing in higher education. All of these elements are articulated around a multifactorial modeling of the learning and teaching of academic writing.
Fichier non déposé

Dates et versions

hal-04523753 , version 1 (27-03-2024)

Licence

Copyright (Tous droits réservés)

Identifiants

  • HAL Id : hal-04523753 , version 1

Citer

Dyanne Escorcia. Metacognition, Self-Regulation and Writing: Theoretical Perspectives and Leads for Sustaining Students’ Writing. ISTE Editions; Willey, In press, Education SET, Angela Barthes; Anne-Laure Le Guern, 9781786309389. ⟨hal-04523753⟩

Collections

PRES_CLERMONT
4 Consultations
0 Téléchargements

Partager

Gmail Facebook X LinkedIn More