TY - JOUR

T1 - Estrategias metacognitivas y recursos tecnológicos utilizados por estudiantes universitarios de español como segunda lengua

AU - Izquierdo, Belen

AU - Renés Arellano, Paula

AU - Gomez-Cash, Olga Maria

PY - 2016/6/1

Y1 - 2016/6/1

N2 - The purpose of this study was to identify meta-cognitive strategies and technological resourcesthat university students of Spanish as a second language (L2) implement when they have to produce a piece of academic writing (Research Project). From socio-cognitive and sociocultural perspectives we have chosen to explore, in a normal classroom situation, how the process of writing and composition is represented explicitly before starting it. An anonymous on-line self-evaluation was used, with two kinds of open questions related to the steps carried out throughout the writing process, and the technological resources utilised. Once the data was collected, a qualitative analysis of the responses and an inductive categorisation of the types of metacognitive strategies and technological resources described by the students was carried out. The results showed that most of the students know and use strategies for planning and reviewing, and a number of technological resources support their academic writing process. However, they do not demonstrate knowledge and ability to handle some basic contextual elements. In this sense, educative implications derived from this study will be focus on students’ self-reflection throughacademic writing for student learning.

AB - The purpose of this study was to identify meta-cognitive strategies and technological resourcesthat university students of Spanish as a second language (L2) implement when they have to produce a piece of academic writing (Research Project). From socio-cognitive and sociocultural perspectives we have chosen to explore, in a normal classroom situation, how the process of writing and composition is represented explicitly before starting it. An anonymous on-line self-evaluation was used, with two kinds of open questions related to the steps carried out throughout the writing process, and the technological resources utilised. Once the data was collected, a qualitative analysis of the responses and an inductive categorisation of the types of metacognitive strategies and technological resources described by the students was carried out. The results showed that most of the students know and use strategies for planning and reviewing, and a number of technological resources support their academic writing process. However, they do not demonstrate knowledge and ability to handle some basic contextual elements. In this sense, educative implications derived from this study will be focus on students’ self-reflection throughacademic writing for student learning.

U2 - 10.18239/ocnos_2016.15.1.958

DO - 10.18239/ocnos_2016.15.1.958

M3 - Journal article

VL - 15

SP - 149

EP - 164

JO - Ocnos: Revista de estudios sobre lectura

JF - Ocnos: Revista de estudios sobre lectura

SN - 2254-9099

IS - 1

ER -