11 Production modes: Writing as materializing and stimulating thoughts

Jacobs, Geert; Perrin, Daniel

doi:10.1515/9783110220674.181

Cited by 13 publications

(5 citation statements)

References 27 publications

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“…The writing process is understood as the metacognitive interaction of cognitive processes and motivational writing factors, in a technological and multilingual socio-cultural context (Jakobs & Perrin, 2014;MacArthur et al, 2017). Specifically, at the university level this means that written communication requires the development of cognitive-linguistic processes, among which attention, memory, planning, transcription, and review in writing stand out (Limpo, 2018;Meneses, 2013).…”

Section: Literature Review Metacognition In Writing In L1 and L2mentioning

confidence: 99%

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

2021

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Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre. Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted. Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structuring of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological procedures integrated in the ECM in the following ways: (i) the procedure to promote writing metacognition (through the Lesson tool) is associated with argumentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured. Recommendations for Practitioners: The present study promotes the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed: (i) to adapt and implement the genre-based writing instructions methodology to the technological context; (ii) incorporate more collaborative technologies in the construction of the text; and (iii) reduce the number of forums and replace the extensive activities with micro activities. Recommendation for Researchers: Present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups. Impact on Society: The results of this research show that it is possible to promote the learning of argumentative writing in L1 and L2 from the first year of university, sharing didactic-technological learning spaces. The potential of ICT to help students manage and acquire better scientific writing skills in different languages and its positive results to meet the needs of students, both in L1 and L2, is especially demonstrated. In short, the procedures, resources, applications, and tools integrated in a didactic process are described, demonstrating their effectiveness, for the development of communicative competences of scientific dissemination. Undoubtedly, this contributes to a quality higher education, so demanded internationally, for the creation of a culture of peace and cooperation that enables sustainable global development. Future Research: Another line of research that is being developed in the future is the adaptation of ECM to the teaching of other genres and educational levels, as well as for the integration of people with functional diversity and immigrants.

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Section: Literature Review Metacognition In Writing In L1 and L2mentioning

confidence: 99%

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

2021

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“…Since the factors shaping the system interrelate, a change of one factor very likely leads to changes in other factors and so on. Since writing processes can be regarded as complex systems in this sense ( Jacobs & Perrin, 2014), individual behavior in text production cannot be forecasted (Risku & Windhager, 2015). The model addresses writing processes as dynamic systems by articulating and describing adjustments in specific situations.…”

Section: Systematize Peer Support In Superdiverse Learning Environmentsmentioning

confidence: 99%

Moments of Intersection, Rupture, Tension: Writing and Academic Disciplines in the Semiperiphery

Zenger

Pill

2022

Negotiating the Intersections of Writing and Writing Instruction

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Teachers of academic writing across European languages meet every two years for a conference to share research findings, pedagogical approaches, and to discuss new and old challenges. Having access to such a community is of course an asset. This collection grows out of the 10 th conference of the European Association for the Teaching of Academic Writing (EATAW) in 2019. The EATAW conferences and the publications from them, exemplify how drawing on, and contributing to, the collective wisdom of colleagues is essential to our professionalism. Given the range and quality of the research presented at the conference, the call for papers was a joint one with the Journal of Academic Writing (JoAW), and the special issue from the conference (https://publications.coventry.ac.uk/index.php/joaw/index) was published in December 2020.There is a natural overlap in topics and research approaches between the two publications but the contribution of a collection like this is the extended studies it allows. Chapters are twice as long or more than the article-length publications available in the special issue. The research areas and interests are very similar but the scope possible in the collection chapters is simply not an option in the special issue. There is also, possibly, a slight change of character between the JoAW articles and the collection chapters. Since the collection is a much slower publication, the findings, conclusions, and recommendations communicated in the collection chapters are slightly less time sensitive. One shared denominator in the chapters is the element of discussing models, approaches, and frameworks more than individual results. Needless to say, this is a difference of degree only.The 2019 conference explored the theme "Academic writing at intersections-Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality," and the contributions to this collection focus on the sorts of choices we face as teachers of academic writing and, indeed, as writers who seek publication as we stand at various intersections. Intersections explored in the chapters include our use of technology. It is true most of us increased the use of technology in the 2019/2020 and 2020/2021 academic years, and we got better at using different platforms and applications. We Zimmerman

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“…påtalas ofta (t.ex. Kress 2005, Jakobs & Perrin 2014. Texter kan dessutom ha olika grad av beständighet grundat på dels genrekonventioner (som att en rapport bevaras längre än en inköpslista, jfr Karlsson 2016), dels val av konkret material (papperskvalitet, inplastning o.d., Ormerod & Ivanič 2000).…”

Section: Materialitetunclassified

Untitled

2022

Språk och stil

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Utgiven med stöd av Vetenskapsrådet Utgiven med stöd avSpråk och stils redaktion tar hjälp av externa manusgranskare för att avgöra vilka bidrag som ska antas till publicering. Inför bearbetningen av sina manus har också artikelförfattarna fått ta del av referenternas utlåtanden. Redaktionen tackar följande personer för värdefulla referentinsatser under arbetet med denna volym av Språk och stil.

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11 Production modes: Writing as materializing and stimulating thoughts

Cited by 13 publications

References 27 publications

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

Moments of Intersection, Rupture, Tension: Writing and Academic Disciplines in the Semiperiphery

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