Metacognitive regulation and metalinguistic activity during a collaborative writing composition process based on reading from sources

Abstract

In this paper we present a case study that explores the writing process based on reading multiple sources. To carry out the research, we implement an instructional sequence based on the cooperative writing modality in a secondary classroom. By analyzing the interactions of work teams (metalinguistic activity in written composition) and the different texts produced, we determine the impact of external regulations on the quality of the writing process and textual products. The results show the benefits for language learning provided by complex and contextualized tasks that combine reading and writing and that are based on collaboration. Besides, they suggest that further research is needed to explore what kinds of interventions and support can contribute to the construction of a grammatical knowledge that results in better writing.