Teaching Writing Assessment: Does Metacognitive Awareness-Raising Work?

محورهای موضوعی : نشریه زبان و ترجمه

Mojgan Kouhpayehzadeh Esfahani ¹ ( English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran )
Mojgan Rashtchi ² ( English Department, North Tehran Branch, Islamic Azad University, Tehran, Iran )
Ali Asghar Rostami Abousaidi ³ ( English Department, Shahid Bahonar University of Kerman, Kerman, Iran )
Bahram Mowlaie ⁴ ( English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran )

تاریخ دریافت : 1401/08/15 تاریخ پذیرش : 1401/12/18 تاریخ انتشار : 1402/08/10

کلید واژه: Self-regulation, Writing Assessment,  Cognitive-Based Assessment Instruction, Metacognitive-Based Assessment Instruction,

چکیده مقاله :

The present quasi-experimental study with a non-equivalent control group pretest-posttest design investigated the effects of metacognitive awareness on developing Iranian EFL learners’ assessment ability. Forty-one male and female upper-intermediate level learners in two intact classes from an English language school in the Tehran province were selected based on convenience sampling. The classes were randomly assigned to the Cognitive-Based Assessment Instruction Group (CAIG) the and Metacognitive-Based Assessment Instruction Group (MAIG). A general proficiency test administered before the treatment verified the participants’ homogeneity. The Metacognitive Awareness Writing Questionnaire and Motivated Strategies for Learning Questionnaire were also administered before and after the study to measure participants’ metacognitive awareness level and self-regulation. The MAIG used metacognitive strategies such as planning, monitoring, and revising to assess English essays. The CAIG performed assessments based on cognitive strategies and a Writing Rubric. The participants’ improvement in assessment was measured every other session during the treatment. After the treatment, the participants took two writing posttests (rehearsed and unrehearsed writing topics). Multivariate Analysis of Variance (MANOVA) results showed that the MAIG outperformed the CAIG in both posttests, and raising metacognitive awareness could significantly enhance the participants’ assessment ability. The Repeated Measures Analysis of Variance (RM-ANOVA) and Analysis of Covariance (ANCOVA) revealed that the MAIG participants’ performances were significantly better than the CAIG on seven writing assessments. The MAIG’s self-regulation was also significantly higher. This study has implications for materials developers, EFL teachers, and syllabus designers to focus on raising metacognitive awareness in writing assessment.

چکیده انگلیسی:

تحقیق حاضر به بررسی تاثیر افزایش دانش فراشناختی بر توانایی قدرت ارزیابی نگارش زبان آموزان پرداخت. دراین راستا 41 زبان آموز دختر و پسر به روش نمونه گیری در دسترس از موسسه زبان انگلیسی در تهران انتخاب شدند و به صورت تصادفی به دو گروه 21 نفری آموزش ارزیابی نگارش به صورت تدریس استراتژیهای فراشناختی و گروه 20 نفره آموزش ارزیابی نگارش با تدریس استراتژیهای شناختی، تقسیم شدند. در این تحقیق، محققان از تحقیق شبه تجربی استفاده کردند. در قسمت پیش و پس آزمون هر دو گروه به پرسشنامه نگارشی فراشناختی پاسخ دادند.در مرحله پیش آزمون، از تمامی زبان آموزان خواسته شد که یک متن براساس دستورالعمل ارزیابی کمبریج تصحیح کنند. نتیجه پیش آزمون ها نشان داد که بین توانایی ارزیابی نگارش و سطح آگاهی فراشناختی شرکت کنندگان تفاوت معناداری وجود ندارد. در گروه آموزش فراشناختی استراتژیهایی نظیر طراحی، کنترل و اصلاح به منظور ارزیابی انشاها استفاده شد. گروه مقابل با استفاده از آموزش استراتژیهای شناختی و از مقیاس ارزیابی کمبریج فرایند نمره دهی انجام شد. همچنین در این تحقیق میزان رشد شرکت کنندگان با استفاده از روش ارزیابی مکرربه صورت یک جلسه در میان با همان دو روش اندازه گیری شد. نتایج تحقیق نشان داد که آموزش استراتژیهای فراشناختی تاثیر قابل توجهی در صحت و قدرت ارزیابی نگارش زبان آموزان می گذارد. همچنین در ارزیابی های مکرر انشاها گروه آموزش استراتژیهای فراشناختی خیلی بهتر نسبت به گروه دیگر عمل کردند به آن صورت که نمره دهی آنها بسیار نزدیک به نمرات دو مصحح متخصص در زمینه آزمونهای نگارش بود.

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