Self-monitoring in student writing: developing learner responsibility

Résumé fourni par la source

In giving learners control over the initiation of feedback, student self-monitoring is a valuable way of increasing the element of autonomy in the learning of writing. However, there are also potential problems in this technique; firstly, because students may not have developed the ability to articulate their concerns; secondly, because they may choose to focus overwhelmingly on language, at the expense of the careful reviewing of content and organization that makes compositions effective. To tackle these problems, a three-stage programme of procedures was applied, which involved (a) raising awareness of process and product, (b) demonstrating annotations, and (c) evaluating annotations. The programme was effective in developing responsible self-monitoring, in that students prepared in this way were found to be capable of articulating their concerns in composing, and paying attention to content and organization, while also using the self-monitoring technique to learn language.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.