Self-monitoring based on agreed-on assessment criteria in EFL writing

Autores
Dalla Costa, Natalia; Gava, Ileana Yamina
Año de publicación
2015
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fostering learner autonomy has become more important than ever before and, as a result, the relevance of language learning strategy training is widely acknowledged. Strategies-based instruction is a learner-focused approach to teaching that emphasizes explicit integration of learning strategies in the classroom, which may assist students in learning the target language more effectively. Despite the importance of metacognitive strategies, Lam (2009) argues that there is need for further research in English as a second and foreign language. Besides, some studies show that learners use strategies only sporadically. In fact, investigations of second and foreign language learning have revealed that students use crucial metacognitive strategies, such as self-monitoring, less often than cognitive and social affective ones.
Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Lingüística
Materia
Writing
EFL
Assessment criteria
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Repositorio
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/29896
Acceder
id RDUUNC_3a07e6f500b7b7592bfdd9993e532777
oai_identifier_str oai:rdu.unc.edu.ar:11086/29896
network_acronym_str RDUUNC
repository_id_str 2572
network_name_str Repositorio Digital Universitario (UNC)
spelling Self-monitoring based on agreed-on assessment criteria in EFL writingDalla Costa, NataliaGava, Ileana YaminaWritingEFLAssessment criteriaFil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fostering learner autonomy has become more important than ever before and, as a result, the relevance of language learning strategy training is widely acknowledged. Strategies-based instruction is a learner-focused approach to teaching that emphasizes explicit integration of learning strategies in the classroom, which may assist students in learning the target language more effectively. Despite the importance of metacognitive strategies, Lam (2009) argues that there is need for further research in English as a second and foreign language. Besides, some studies show that learners use strategies only sporadically. In fact, investigations of second and foreign language learning have revealed that students use crucial metacognitive strategies, such as self-monitoring, less often than cognitive and social affective ones.Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.Lingüística2015info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdf978-987-45982-0-2http://hdl.handle.net/11086/29896enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-18T10:07:32Zoai:rdu.unc.edu.ar:11086/29896Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-18 10:07:32.539Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse
dc.title.none.fl_str_mv Self-monitoring based on agreed-on assessment criteria in EFL writing
title Self-monitoring based on agreed-on assessment criteria in EFL writing
spellingShingle Self-monitoring based on agreed-on assessment criteria in EFL writing
Dalla Costa, Natalia
Writing
EFL
Assessment criteria
title_short Self-monitoring based on agreed-on assessment criteria in EFL writing
title_full Self-monitoring based on agreed-on assessment criteria in EFL writing
title_fullStr Self-monitoring based on agreed-on assessment criteria in EFL writing
title_full_unstemmed Self-monitoring based on agreed-on assessment criteria in EFL writing
title_sort Self-monitoring based on agreed-on assessment criteria in EFL writing
dc.creator.none.fl_str_mv Dalla Costa, Natalia
Gava, Ileana Yamina
author Dalla Costa, Natalia
author_facet Dalla Costa, Natalia
Gava, Ileana Yamina
author_role author
author2 Gava, Ileana Yamina
author2_role author
dc.subject.none.fl_str_mv Writing
EFL
Assessment criteria
topic Writing
EFL
Assessment criteria
dc.description.none.fl_txt_mv Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fostering learner autonomy has become more important than ever before and, as a result, the relevance of language learning strategy training is widely acknowledged. Strategies-based instruction is a learner-focused approach to teaching that emphasizes explicit integration of learning strategies in the classroom, which may assist students in learning the target language more effectively. Despite the importance of metacognitive strategies, Lam (2009) argues that there is need for further research in English as a second and foreign language. Besides, some studies show that learners use strategies only sporadically. In fact, investigations of second and foreign language learning have revealed that students use crucial metacognitive strategies, such as self-monitoring, less often than cognitive and social affective ones.
Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Fil: Gava, Ileana Yamina. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
Lingüística
description Fil: Dalla Costa, Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
publishDate 2015
dc.date.none.fl_str_mv 2015
dc.type.none.fl_str_mv info:eu-repo/semantics/conferenceObject
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
format conferenceObject
status_str publishedVersion
dc.identifier.none.fl_str_mv 978-987-45982-0-2
http://hdl.handle.net/11086/29896
identifier_str_mv 978-987-45982-0-2
url http://hdl.handle.net/11086/29896
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositorio Digital Universitario (UNC)
instname:Universidad Nacional de Córdoba
instacron:UNC
reponame_str Repositorio Digital Universitario (UNC)
collection Repositorio Digital Universitario (UNC)
instname_str Universidad Nacional de Córdoba
instacron_str UNC
institution UNC
repository.name.fl_str_mv Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdoba
repository.mail.fl_str_mv oca.unc@gmail.com
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score 13.001348

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