A proposal to foster learner autonomy in EFL academic writing: Self-monitoring on the basis of assessment criteria

Paraná, Entre Ríos

Jornada; Jornadas de capacitación sobre lectura y escritura en la universidad; 2014

Facultad de Ingeniería, Universidad Nacional de Entre Ríos

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, the number of studies in English as a foreign and as a second language contexts remains small. Besides, some studies show that learners use these 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 ones. The current study, carried out with EFL university students at an upper-intermediate level, examines the effects of metacognitive strategy training on the writing skill. Its general objective is to determine whether scaffolding metacognitive strategy use by means of guidelines for self-monitoring based on teachers? assessment criteria leads to changes in students' observable strategy use and self-perceptions. It is expected that metacognitive strategy training and use will eventually lead to improved performance on EFL academic writing, a better understanding of teachers? assessment criteria and greater learner autonomy. The outcome of this project will be used to outline more comprehensive research that provides training in a wider range of strategies aimed at enhancing academic writing skills and promoting learner autonomy. This study concludes with limitations, pedagogical implications and avenues for further research.