Exploring Metacognitive Writing Strategies in the Writing Process using Think aloud Protocol: A Study across Gender

2019 ◽  
Vol 4 (1) ◽  
pp. 178-187
Author(s):  
Norhartini Aripin ◽  
Noor Hanim Rahmat
Keyword(s):  
Writing Process ◽  
Writing Strategies ◽  
Think Aloud ◽  
Think Aloud Protocol

scholarly journals Investigating the L2 Writing Strategies Used by Skillful English Students

2020 ◽  
Vol 53 (1) ◽  
pp. 78
Author(s):  
S. Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Think Aloud ◽  
Structured Interviews ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.

scholarly journals Tunisian Students’ Perception and Awareness of Metadiscourse Stances in Reading an Academic Text

2021 ◽  
Vol 4 (1) ◽  
pp. 29-44
Author(s):  
Maha Dallagi
Keyword(s):  
Educational System ◽  
Tertiary Level ◽  
Think Aloud ◽  
Academic Texts ◽  
Professional Careers ◽  
Think Aloud Protocol ◽  
Linguistic Means ◽  
Reading Approaches

‘Lexical Invisiblity’ or failures in perceiving metadiscourse signs could impact students’ comprehension of text, especially academic ones. In the Tunisian educational system which divides Tertiary level students into broad specialisms, teachers adopt various reading approaches accordingly to students’ needs and requirements of their professional careers. This might lead to a focus on some linguistic aspects at the expense of others, and might prevent learners from understanding the conveyed message at its fullest. The current research aims to determine to what extent Tunisian University learners (N=12) are aware of the presence of stances, while reading an academic text. Echoing Low’s (1996) and Hyland’s (2003) studies, a Think- Aloud Protocol permitted to identify students’ shortage in perceiving interactional items, such as hedges and boosters. Findings indicate that students tend to focus on the overall content and make a total abstraction of the linguistic signs of certainty and uncertainty. The investigation stresses the importance of highlighting the linguistic means that enhance the comprehension of academic texts. As overlooking interactional devices could affect students’ accurate understanding of academic texts, EFL instructors are strongly suggested to raise learners’ awareness of Metadiscourse items by teaching them explicitly and drawing their attention to them.

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