The Employment of Cognitive and Metacognitive Strategies in Bilingual Pupils’ Creative Writing (2024)

Bilingual and Monolingual EFL learners’ Use of Writing Metacognitive Strategies and Writing Performance

2017

Research has shown that writing skill of Iranian learners is not at a satisfactory level. One of the ways to develop writing ability is to improve strategic behavior of learners. The current study set out to compare writing performances and patterns of using metacognitive strategies in bilinguals and monolinguals as well as seniors and freshmen students. A total of 176 English major university students took part in the study (88 bilinguals and 88 monolinguals). Data were collected through three instruments: a background questionnaire, a writing metacognitive strategy questionnaire, and participants’ compositions. A two-way factorial ANOVA was used to analyze the data obtained through the strategy questionnaire. Since the composition data were not parametric, two Kruskall-Wallis tests were employed for data analysis. The results revealed that bilinguals used more metacognitive strategies and...

International Journal of Education and Research, 2018

ISSN: 2411-5681 This study combines a well established teaching approach, based on play activities in the form of an educational proposal to raise struggling writers’ metacognitive awareness and promote strategy use focusing on teaching effective metacognitive writing strategies, such as planning, monitoring, self-regulation and self-evaluation. The sample consisted of 67 successive bilingual, elementary students coming from various linguistic backgrounds learning Greek as a second language. Eight projects were implemented for a span of eight weeks within a game-based learning environment. The evaluation of the study reveals the positive effect of the program on students’ metacognitive skills in terms of writing production, textual organization and processing of writing in the second language. At the same time, new potential is suggested in integrating less-competent writers in the teaching of languages.

The Role Of Metacognition And Motivation In Developing The Writing Skill: The Case Of Second Year Students Of English At University “des Frères Mentouri” Constantine 1

مجلة العلوم الإنسانية

Writing Strategies and Improved Expository Writing Skills for Bilingual Students

Bilingualism and Creativity

Encyclopedia of Giftedness, Creativity, and Talent, 2009

A Creative Writing Intervention for Second Language Acquisition Development in Multilingual Students

Journal of Education and Training Studies

The primary goal of this research is to examine how creative writing-based methods impact the development of narrative skill in students who are learning Greek as a second language at the A1-A2 proficiency levels. More specifically, this study aims to evaluate the extent to which the writing abilities of A1-A2 level Second Language Learners (SLL) can progress from basic, structured stories to more complex narratives at higher proficiency levels. In this study, a total of fifty-four A1-A2 level SLL were divided into two groups: the Experimental Group (E.G.) and the Control Group (C.G.). Both groups underwent a pretest and a posttest assessment. An intervention, consisting of six class hours per week over a three-month period, was exclusively administered to the E.G. When designing the creative writing activities, the research considered the A1-A2 level writing criteria and writing competencies outlined in the Common Application Text for European Languages. The results of the study re...

Integrated Practice of Metacognitive Strategies and Second Language Writing

MIER Journal of Educational Studies Trends & Practices, 2021

Writing is a cardinal skill for effective communication practised extensively from primary education, but the students are not exhibiting adequate writing proficiency in their higher education and at their workplace. This experimental study focuses on enhancing the students’ writing skills by promoting metacognitive strategies in the classroom. The participants of this study are 51 pre-final year Diploma students belonging to the Department of Instrumentation and Control Engineering of an autonomous polytechnic institute in Tamil Nadu. The teacher-researcher has facilitated students’ cognizance with metacognitive strategies employed in the writing tasks administered during the course. The results have exhibited improvement apropos of coherence and unity in the students’ writing skill. It implies the indispensable role of metacognitive strategies in developing the capacity of the learners’ strategic thinking and guiding them to plan, progress, and process their writing into a coherent text.

The Evaluation of Monolingual and Bilingual Students' Writing Skills in Fifth Grade of Secondary School Comparatively

2021

This study was conducted to determine the writing skills of bilingual students whose mother tongue is Kurdish and monoligual students whose mother tongue is Turkish in the fifth grade of secondary school. More specifically, the story and essay writing skills of bilingual students are compared with the writing skills of monolingual students based on their reading habits and their parents’ educational backgrounds. The research is a descriptive study based on scanning model and aims to reveal the current situation as it is. The study group of the research consists of a total of 104 fifth grade secondary school students, 52 bilingual and 52 monolingual, studying in 4 different secondary schools in the central district of İpekyolu in Van, Turkey. In order to determine students’ writing skills, stories and essays were written to them at different times in one lesson hour (average forty minutes). The stories were evaluated according to the Story Writing Evaluation Form (İzdeş, 2011). The essays were evaluated according to the Written Expression Rating Scale (Deniz, 2003). According to the results of Mann Whitney-U and Kruskal - Wallis-H tests, monolingual students outperformed bilingual students in both story and essay writing. While a significant difference was found between bilingual and monolingual students’ essay and story writing skills, no significant difference was found in terms of parents› education status or the number of books their parents read. The findings have interesting implications for the researchers and teachers in the area.

Mastrothanasis, K. Geladari, A. (2010). A record of poor bilingual readers’ approaches to narrative texts and strategy use in L2. The International journal of Learning, 17(7), 151-164.

The aim of the present study is to examine the reading strategy use of young bilingual learners, who are poor readers in the second language. The sample consists of 38 pupils (Μ=11.35 years-old, SD=0.37), coming from Albanian immigrant, low socio-economic environments. The young pupils, successive bilinguals, attend Greek school for 2-4 years. The main objectives of the current study are to record: (a) the bilinguals’ reading approaches of the L2 narrative texts, and (b) the cognitive, metacognitive and socio-affective strategies employed to overcome comprehension obstacles. The qualitative data were collected by think-aloud protocols and retrospective interviews. Results show that poor bilinguals overuse bottom-up and interactive reading approaches. The reading strategies they adopt are more cognitive and socioaffective while the metacognitive strategies identified are very limited. Moreover, the fact that specific strategies are repeated in every difficult situation reveals a restrained strategy armory. Conclusively, pedagogical implications of the findings are discussed so as to help bilingual poor readers become more confident, fluent and, hence, successful.

The Impact of Creative Writing on Foreign Language ( English) Proficiency Development

International Online Journal of Education and Teaching Issn 2148 225x, 2014