Computer-assisted Writing: An Investigation of Metacognitive Awareness of Writing Strategies of Iranian EFL Learners

Authors

  • Shabnam Mokhtarnia TarbiatModares University, PO Box 14115-355 Tehran, Iran
  • Mohammad Alavi University of Tehran

DOI:

https://doi.org/10.24297/jssr.v9i3.3794

Keywords:

Technology-assisted writing, Metacognitive awareness, Writing strategies, EFL learners

Abstract

The purpose of this study was to compare the reported use of writing strategies of Iranian EFL learners in two different venues of technology-assisted and conventional writing classes. Overall, thirty two EFL students participated in this study, eighteen in a technology-assisted and fourteen in a conventional English class who responded to a 64-item Likert scale writing strategy inventory adapted from Wei and Chen (2004) and Griffiths and Jordan (2005). The results of the independent sample t-tests revealed that there was a statistically significant difference between the reported use of language-related writing strategies. The results of the paired-sample t-tests, in addition, demonstrated that just in the technology-assisted environment, there was a statistically significant difference for the constructs of language-related and organization strategies and writing experience. The results of this study could carry significant implications for technology-assisted writing instruction in EFL contexts.

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Author Biographies

Shabnam Mokhtarnia, TarbiatModares University, PO Box 14115-355 Tehran, Iran

Shabnam Mokhtarnia holds  Ph.D. in TEFL from Tarbiat Modarres University. She has published articles in areas such as computer-assisted reading and writing, English learner identity, the role of culture in ELT, and pragmatics.

Mohammad Alavi, University of Tehran

Seyyed Mohammad Alavi holds Ph.D. in Applied Linguistics from Lancaster University. He is currently an associate professor at the Faculty of Foreign languages and literatures at the University of Tehran. His main research interests include language assessment, language test development, item analysis, and teaching methodology.

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Published

2015-12-03

How to Cite

Mokhtarnia, S., & Alavi, M. (2015). Computer-assisted Writing: An Investigation of Metacognitive Awareness of Writing Strategies of Iranian EFL Learners. JOURNAL OF SOCIAL SCIENCE RESEARCH, 9(3), 1894–1902. https://doi.org/10.24297/jssr.v9i3.3794

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Articles