Estrategias metacognitivas en la expresión escrita: Un estudio de caso con futuros docentes

Abstract

Introduction. It has been shown that writing is complex activity involving not only cognitive and metacognitive processes but also affective components. In this regard, this article refers to the knowledge and control displayed by university students of initial teacher training on their writing. Method. To carry out that, a multiple case study was designed with 20 college students from the University of Granada. Data gathering technique used in this study was the semi-structured cognitive interview, applied by a standardized questionnaire-guide about writing composition, drawing interesting conclusions to attain the proposed aim. Content analysis was executed according to the codification and categorization in pre-established meta-psycholinguistics categories by the most representative socio-cognitive framework of writing (Hayes & Flower, 1980; Hayes, 1996). Results. Students show an acceptable domain of metacognitive writing, with remarkable exceptions, as lack in knowledge and structural control of the text, and relevant shades, as immature conception about writing process and singular strategies of overcoming these difficulties. Discussion. Results suggest that they are competent in some sub operations, however, they show difficulties and lacks in others that require specific training, given its importance in our society as well asin our new frame work for higher education.