The Effects of Metacognitive Prompting and Structured Peer Interaction on Intermediate EFL learners' Collaborative Writing

Subject Areas : Journal of Teaching English Language Studies

Seyedeh Zohreh Pirooz ¹ , Bahador Sadeghi ²

1 - Islamic Azad University, Takestan Branch
2 - Islamic Azad University, Takestan Branch

Received: 2016-03-08 Accepted : 2016-04-16 Published : 2016-05-01

Keywords:

References:

Raimes, A. (1983). Techniques in teaching writing. NY: Oxford University
Press.Retrieved on May 1, 2010 from: www.etd.lib.ttu.edu/theses/ available/etd-
01072009-31295011741757/unrestricted/31295011741757.pdf.
 Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd ed., New York: San Francisco State University.
 Brown, H. D. (1987). Principles of language learning and teaching, 2nd ed., Englewood
Cliffs, NJ: Prentice Hall, Inc.
 Chastain, K. (1988). Developing second language skills, 3rd ed., US: Harcourt Brace
Jovanovich Publishers.
 Norman, D. G. (2005). Using STAD in an EFL elementary school classroom in south
Korea.: Effects on student achievement, motivation, and attitudes toward cooperative
learning. Asian EFL Journal, 35(3), 419-454.
 Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency,
and gender. TESOL Quarterly, 29(2), 261-297.
 Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions.
ELT Journal, 61, 91-99.
 Griffiths, C., & J. Parr. (2001). Language-learning strategies: Theory and perception.
ELTJournal, 55(3), 247–254.
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 4, NO. 4, Spring 2016
90
 Gu, P., Hu, G., & Zhang, L. (2005). Investigating language learner strategies among.
 Hsiao, T-Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies:
Aconfirmatory factor analysis. Modern Language Journal, 86(3), 368-383.
 Peacock, M., & Ho, B. (2003). Student language learning strategies across eight
disciplines. International Journal of Applied Linguistics, 13, 179-200.
 BRATCHER, S. (1994). Evaluating children’ s writing: a handbook of communication
choices for classroom teachers. New York: St Martin’ s Press.
 BURNS, S.M. & CASBERGUE, R. (1992). Parent-child interaction in a letter writing
context. Journal of Reading Behavior, 24,CAMPBELL, R. (Ed.) (1998).
 SCHULTZ, K. (1997). `Do you want to be in my story?’ : collaborative writing in an
urban elementary classroom. Journal of Literacy Research, 29(2), 253± 288.
 TOPPING, K.J. (1995). Paired reading, spelling and writing: the handbook for teachers
and parents. London:Cassell.
 TOPPING, K.J. (2000). Peer assisted learning: a practical guide for teachers. Cambridge
MA: Bookline Books.
 Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston,
MA: Heinle & Heinle.
 Johnson, D. W., Maruyama, G., Johnson, R. T., & Nelson, D. (1981). Effects of
cooperative, competitive, and individualistic goal structures on achievement: A Meta-
Analysis. Education Resources Information Center, 89(1), 47-62.
 Brown, A. L. (1987). Metacognition, Executive Control, Self-Regulation, and Other
More Mysterious Mechanisms. In F. E. Weinert and R. H. Kluwe (Eds.), Metacognition,
Motivation, and Understanding (pp.65-109). Hilldale: Lawrence Erlbaum Associates.