The Effects of Self-Monitoring and Peer-Monitoring on Writing Activities

Zohreh Zare Toofan, Mojtaba Maghsoudi, Davood Madani

Abstract


Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (White & Arndt, 1991). It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989).The present research considered the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian English as a Foreign Language (EFL) learners. In this research we were supposed to investigate self-monitoring & peer-monitoring effects on 173 male and female learners’ writing activities whose age ranged from 16 to 27, and they had a composing description writing paragraph as pre & posttest in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, & Doepke, 2006, L. Dunlap, G. Dunlap, L. Koegel, & R. Koegel 1991). This research studied about self-monitoring and peer-monitoring procedures which had new effects on learners’ written tasks.


Full Text: PDF DOI: 10.5539/elt.v7n6p109

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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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