Developing Metalinguistic Awareness in English Academic Writing with Online Learning Systems: an Integrated Study of Language, Learning and Technology
|關鍵字:||學術英文;英文學術寫作;後設認知;後設語言覺察;文體教學法;English for academic purpose;academic English writing;metacognitive learning;metalinguistic awareness;genre-based approach;online learning|
作為本研究的工具與操作環境。為此，本研究植基於Schraw & Dennison (1994)所發展
In the context of academic writing in English, metalinguistic awareness plays an important role in every stage of the writing process. The development of EFL learners’ metalinguistic awareness and metacognitive genre awareness in academic writing is also a recurring recommendation from research. With the importance placed on online learning, it is essential that teachers and researchers understand the relationships between metacognition, metalinguistics, and online academic writing. Although online learning technology offers opportunities for writing growth, little research has explored EFL learners’ metalinguistic awareness development in English academic writing. The rationale behind the two-year study is: metalinguistic awareness (MA) is not a fixed static entity, but something that resides inside a person, and can be enhanced through awareness training. Therefore, the goal of this study is to examine how online learning systems facilitate the development of metalinguistic awareness in English academic writing. The purpose of the first year study is to design and develop an online learning system for academic writing in English to foster EFL learners’ metalinguistic awareness and metacognitive genre awareness. In this regard, Schraw & Dennison’s (1994) metacognitive awareness theory will serve as the backbone to design the architecture and interface of the system. In addition, Swales’ (1990) EAP genre theory will serve as a framework for developing the online learning system that supports genre-based academic writing. Strategies that will be used to support the online genre-based academic writing include annotating words or sentences, annotating links, hiding links, changing the sequence of learning material, etc. In addition to developing the system, evaluations will be conducted to assess the feedback from students and teachers toward the effectiveness of the proposed system. The second-year study will examine how the online system assists EFL students to develop their metalinguistic awareness in reading and writing academic texts. This study will investigate the following research questions: (1) What are students’ learning behaviors as recorded in the Log Database of the learning system? (2) What is the development of student’s metalinguistic awareness in the learning system? (3) What are the types of metalinguistic awareness that students exhibit during the learning events? (4) What are the types of metacognitive genre awareness that students exhibit during the learning events? (5) What is the relationship between students’ metalinguistic awareness and learning performance in academic writing? (6) What is the relationship between students’ metacognitive genre awareness and learning performance in academic writing? To investigate the above questions, the study will involve data collection through multiple sources: pre-test and post-test, questionnaire administration, participant observation, interviews, and analysis of online behaviors.
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