Teaching Metacognition To Foster Students’ Writing Proficiency

Résumé: The present study seeks to investigate first-year written expression teachers’ at the Ecole Normale Supérieure-Assia Djebbar of Constantine views and perceptions about the role of strategies-based instruction when explicitly embedded into the writing tasks in developing foreign language students’ writing proficiency. A questionnaire is used to elicit data and to answer the following research questions: How do teachers perceive the importance of the pre-writing strategies with regard to the writing activity? And to what extent, training students to use planning strategies would improve their writing proficiency level? The results obtained from this quantitative study indicate teachers’ awareness of how important is to train students in the use of pre-writing strategies to empower their metacognitive awareness as well as to improve their writing processes, skills, and knowledge.

Publié dans la revue: FORUM DE L' ENSEIGNANT منتدى الأستاذ