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    Teaching ESL Beginners Metacognitive Writing Strategies Through Multimedia Software

    226061_226061.pdf (628.2Kb)
    Access Status
    Open access
    Authors
    Wei, J.
    Chen, Julian
    Adawu, A.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Wei, J. and Chen, J. and Adawu, A. 2014. Teaching ESL Beginners Metacognitive Writing Strategies Through Multimedia Software. The CATESOL Journal. 26 (1): pp. 60-75.
    Source Title
    The CATESOL Journal
    Additional URLs
    http://www.catesoljournal.org/wp-content/uploads/2014/10/CJ26_wei.pdf
    ISSN
    1535-0517
    Remarks

    Copyright © 2014 The CATESOL Journal

    URI
    http://hdl.handle.net/20.500.11937/13299
    Collection
    • Curtin Research Publications
    Abstract

    This case study explores how strategy-based instruction (SBI),assisted by multimedia software, can be incorporated to teachbeginning-level ESL learners metacognitive writing strategies.Two beginning-level adult learners participated in a 10-sessionSBI on planning and organizing strategies. The CognitiveAcademic Language Learning Approach (CALLA) was implementedwith the aid of graphic organizer software. Our findingsshow that technology-supported SBI has brought multiplebenefits for the learners. Comparisons of writings beforeand after SBI indicate that there is noticeable improvement inlearners’ ability to generate ideas and in logical organizationof their essays. Researchers’ observation notes and learners’reflections suggest that learners’ engagement and motivationare boosted during their prewriting activities using the graphicorganizer software. A close examination of the semantic mapsgenerated from the writing software also reveals how learnerspractice metacognitive planning and organizing strategies fortheir writing. Finally, recommendations are made for futureinstructors and researchers investigating this topic.

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