Metacognition in Argumentative Writing Based on Multiple Sources in Geography Education

Gebele, Diana; Zepter, Alexandra Lavinia; Königs, Pia; Budke, Alexandra

doi:10.3390/ejihpe12080069

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…In addition, it is acknowledged that external stimuli may stimulate metacognitive activity. Therefore, it is anticipated that providing feedback to monitor the writing process will be an additional means of improving text quality while teaching a cognitive writing style [5,6].…”

Section: Introductionmentioning

confidence: 99%

Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability

Martínez

Gómez

2023

Acta Pedagogia Asia

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A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive.

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Section: Introductionmentioning

confidence: 99%