The Effects of Metacognitive Prompting and Structured Peer Interaction on Intermediate EFL learners' Collaborative Writing

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 4، شماره 4، مرداد 2016، صفحه 66-90   

نویسندگان

Seyedeh Zohreh Pirooz؛ Bahador Sadeghi

Islamic Azad University, Takestan Branch

چکیده

This research was designed to investigate the effects of two different types of learning
modalities, namely Meta-cognitive Prompting and structured peer interaction on intermediate
EFL learners’ collaborative writing. For this purpose, 90 learners of total number of 120
intermediate learners studying at Kish English language school were chosen first for
homogenization prior to the study. In order to homogenize the subjects Preliminary English Test
(PET) was administered and 90 students were selected. A pre-test writing was administered
among all of them. They were divided in two groups, one in which Students were contributing in
their writing samples with each other and the other groups based on their individual efforts and
outcomes. each group was exposed to the treatment for 24 sessions in seven weeks. At the end of
the instruction, post-test with Analytic rating scale was applied and one-way ANOVA was run to
test and the two hypotheses raised in the study. The results
showed that while learners benefited from structured peer interaction setting compared to
metacognitive prompting one, they were better off receiving writing instruction and more
improved in their writing skill.

کلیدواژه‌ها

Writing؛ Collaborative Writing؛ Structured Peer Interaction؛ Metacognitive Prompting

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