Self-monitoring in student writing: developing learner responsibility
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Andy Cresswell [1]
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[1] University of Bologna
University of Bologna
Bolonia, Italia
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 54, Nº 3, 2000, págs. 235-244
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
In giving learners control over the initiation of feedback, student self-monitoring is a valuable way of increasing the element of autonomy in the learning of writing. However, there are also potential problems in this technique; firstly, because students may not have developed the ability to articulate their concerns; secondly, because they may choose to focus overwhelmingly on language, at the expense of the careful reviewing of content and organization that makes compositions effective. To tackle these problems, a three-stage programme of procedures was applied, which involved (a) raising awareness of process and product, (b) demonstrating annotations, and (c) evaluating annotations. The programme was effective in developing responsible self-monitoring, in that students prepared in this way were found to be capable of articulating their concerns in composing, and paying attention to content and organization, while also using the self-monitoring technique to learn language.
