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ERIC Number: EJ1405937
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2354-2160
EISSN: N/A
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
Ahmet Tanir
African Educational Research Journal, v11 n3 p421-440 2023
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A