Author/s:
Maftoon, Parviz
English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (pmaftoon@srbiau.ac.ir)
Birjandi, Parviz
English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (birjandi@srbiau.ac.ir)
Farahian, Majid*
PhD student, English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran (majid_fa53@yahoo.com)
Abstract:
There has been a growing body of research in the few past decades on the role of metacognition in learning. In line with the evolution of research in the area of metacognition in education, there is a growing need for the better understanding the nature of the construct in foreign language (FL) teaching especially writing skill. In an attempt to develop a model of writing metacognitive awareness, based on both Flavel’s (1987) and the two-dimensional dichotomy of knowledge and regulation of cognition (Brown, 1987; Jacobs & Paris, 1987; Schraw & Moshman, 1995), 59 English as a foreign language (EFL) learners with different proficiency levels were divided into two novice and expert groups. After writing an essay, the participants took part in a semi-structured interview. The content analysis of the data as well as the related literature revealed a model for Iranian EFL learners’ writing metacognitive awareness in which knowledge of cognition with four subcomponents and regulation of cognition with five sub-components emerged.
Keywords: metacognition; EFL writing; knowledge of cognition; regulation of cognition; metacognitive awareness
DOI: https://doi.org/10.5861/ijrse.2014.896
*Corresponding Author