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

Journal of Teaching English Lnaguage Studies

مقاله 3، دوره 2، شماره 2، بهمن 2013، صفحه 49-67   

نویسنده

Seyedeh Zohreh Pirooz^*

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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