DEVELOPING METACOGNITIVE AWARENESS IN WRITING: AN INSTRUCTIONAL FRAMEWORK FOR LMD EFL STUDENTS

Abstract

The main objective of this doctoral thesis is to reconsider the teaching of EFL writing at university level by exploring the interrelationship between writing, learning, and thinking through an instructional framework that incorporates blended learning and writing. The suggested model combines some principles from CALLA with Computer Assisted Writing (CAW) so as to develop students’ metacognitive awareness during the writing process, and lead EFL students to writing and learning achievement. The different triangulation procedures provided evidence for the effectiveness of the proposed pedagogic framework and called for adding a third approach: Writing Across the Curriculum (WAC), in order to meet students’ writing and learning needs. The resulting writing instructional framework combines CALLA, CAW, and WAC. Its objective is to scaffold LMD EFL learners in metacognitive awareness in writing, but ultimately it targets to train them in self-regulation and autonomy, in a way to adhere to digital communication.