Thinking about thinking: Integrating self-reflection into an academic literacy course

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

“…1,12 In contrast, strategies from the other two phases involve the application of more complex metacognitive processes requiring self-awareness, and are therefore inherently more difficult for students to master and implement. 29 It is postulated that highly self-regulated learners will set clearer and more specific goals during the forethought phase, and self-evaluate more often, prompting better adaptations during the self-reflection phase. 30,31 This study reports on the use of meta-learning assessment tasks, which were developed primarily as a tool for students to reflect on and evaluate their own learning of biomedical sciences, to gain insight into students' learning strategies and processes.…”

English academic writing proficiency in higher education: Facilitating the transition from metalinguistic awareness to metalinguistic competence

“…An American study examining the role of metacognition in students' writing choices found that the ability for abstract reflection helped "students know how to adapt their strategic choices to the specific requirements of the task and why" (Negretti, 2012, p. 170). In their study, Granville and Dison (2005) also found clear indications that students' reflection on the learning process promoted their acquisition of L2 subject-specific language and concepts (p. 109). Thus, reflection can be seen as "a means of mediating the combined development of higher order thinking and a specialized language" (Granville & Dison, 2005, p. 110).…”

“…However, recent research on the topic confirms that metacognitive skills such as critical thinking and abstract reflection are important to develop the higher order thinking skills required and expected within higher education (Granville & Dison 2005;Negretti 2012). A study involving first year non-English speaking students at a South African university found that the students' reflections on their course work, in combination with meta-level questions posed by the tutors, promoted the students' learning, as it developed their "awareness and evaluative thinking" (Granville & Dison, 2005, p. 108).…”

Writer's stance in disciplinary discourses: A developmental view

“…We believe that an approach to writer's stance in disciplinary discourses will differ depending on whether one looks at it from an analytic theoretical perspective or a developmental perspective. In the paper, we weigh up some of the insights offered by corpus analysts like Hyland (1999Hyland ( , 2000 against those emerging from the work of academic literacy practitioners such as Granville and Dison 2005, Ivanic 1997, Leibowitz 2000, Lillis 1997 and researchers in the Language Development Group at the University of Cape Town (UCT), who work in a complex developmental field, mediating students' reading and writing practices within particular academic disciplines.…”