Abstract
Could the implementation of a teaching and learning approach based on metacognitive strategies positively contribute to first-year undergraduates’ production of written and oral texts? The design and the pedagogical implementation of a B2 English level course based on learning strategies and greater self-efficacy will help us answer the question. As a matter of fact, there is a growing demand on higher education to train learners to become more efficient communicators who will be able to select and critically send and receive messages. Learning how to think is thus key in order to comprehend and convey the right and relevant information. Indeed, the National Organizational Partnership for 21st Century Skills (2009) explicitly names communication as a core skill that needs to be taught to prepare students for the future. Hence, this study focuses on the communicative competence at large and the discourse competence in particular with language teaching and learning for undergraduates in mind. This action research thus investigates whether metacognitive strategies applied to expository and argumentative written and oral texts foster better leaners’ performance in terms of coherence, cohesion, and turn-taking. Ultimately, and consistent with prior research, we want to know if students who have received targeted metacognitive instruction perform better and feel more self-efficient and better prepared for their next domain-specific courses in English.
Details
Presentation Type
Theme
KEYWORDS
EFL, DISCOURSE COMPETENCE, METACOGNITIVE INSTRUCTION, LEARNER AGENCY, UNDERGRADUATES
