Metacognitive Scaffolding in the Context of Academic Writing at the University Level (Poster 38): Division C - Section 3b: Technology-Based Environments, 3:52 PM

• In Event: e-Lightening Ed-Talk Session 19

Abstract

Academic writing is crucial to higher education, and it is inextricably linked to the learner’s own subjective and affective experiences via metacognition. The design process in this study highlights the need for contextually and culturally appropriate supports, especially when drawn from the American context and then modified for the context of application. It employed a qualitative design built around three cases; each case comprised one participant and their data collected through their writing assignments, written reflections on their writing, and an artifact-based interview. Findings suggest that affective elements interacted with the application of metacognitive strategies and skill use throughout the academic writing process.

Authors

• Josilyn M. Markel, Bogazici University

• Duygu Umutlu, Bogazici University