دورية أكاديمية
Turkish-Speaking Students' Writing Performance in German as a Foreign Language (GFL) and Their Metacognitive Awareness: An Online Collaborative Writing Instruction Combined with Metacognitive Guidance
| العنوان: | Turkish-Speaking Students' Writing Performance in German as a Foreign Language (GFL) and Their Metacognitive Awareness: An Online Collaborative Writing Instruction Combined with Metacognitive Guidance |
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| المؤلفون: | Ahmet Tanir |
| المصدر: | African Educational Research Journal. 2023 11(3):421-440. |
| الإتاحة: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Writing Instruction, Collaborative Writing, Teaching Methods, Online Courses, Comparative Analysis, Instructional Effectiveness, Writing Evaluation, German, Foreign Countries, Writing Tests, Scoring Rubrics, Undergraduate Students, Aviation Education, Service Occupations, Food Service, Tourism, Essays |
| مصطلحات جغرافية: | Turkey |
| تدمد: | 2354-2160 |
| مستخلص: | The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacognitive guidance (i-WRITE). Results revealed that the on-CWI+MG group showed the best writing performance and there was a complex interaction with the f2f-CWI+MG group in terms of metacognitive awareness. Moreover, the two basic levels of metacognitive awareness, knowledge about cognition and regulation of cognition, had a predictive effect on writing performance, with knowledge about cognition having a larger effect. Relevant implications for better understanding online collaborative writing instruction combined with metacognitive guidance are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1405937 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2354-2160 |
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