Abstract
Recent findings suggest that genre-based tasks such as move analysis when underpinned by the theory of metacognition can familiarize undergraduate students with newly encountered academic genres such as the research article. However, there still is a limited understanding about how and when novices engage in socially shared metacognitive regulation processes (SSMR) during online collaborative genre analysis tasks. The purpose of this study was to identify when and how a small group of undergraduate engineering students engaged in SSMR processes during a collaborative online move analysis wiki task. Results suggest SSMR was frequently triggered when participants faced a task-related problem and manifested as an expression of doubt and conflicting ideas or when participants attempted to reach a consensus on seemingly difficult genre analysis aspects.
Highlights
Recent findings suggest that genre-based tasks such as move analysis when underpinned by the theory of metacognition can familiarize undergraduate students with newly encountered academic genres such as the research article
There still is a limited understanding about how and when novices engage in socially shared metacognitive regulation processes (SSMR) during online collaborative genre analysis tasks
This paper describes a qualitative investigation of how and when social forms of metacognition emerge during a wiki-based collaborative genre analysis task within an experimental English for Academic Purposes (EAP) course that aimed to teach 2nd year Electrical and Computer Engineering (ECE) undergraduate students at the Technical University of Crete, Greece how to search and read research articles online (Seiradakis & Spantidakis, 2018)
Summary
This paper describes a qualitative investigation of how and when social forms of metacognition emerge during a wiki-based collaborative genre analysis task within an experimental English for Academic Purposes (EAP) course that aimed to teach 2nd year Electrical and Computer Engineering (ECE) undergraduate students at the Technical University of Crete, Greece how to search and read research articles online (Seiradakis & Spantidakis, 2018). Existing metacognitive genre-based research is scarce and has solely focused on the development of individual metacognitive genre awareness, that is, it views metacognition as an internal cognitive process, ignoring the emergence of metacognition at the social plane. To bridge this gap, we use one group’s interactions as a case study and offer a qualitative analysis of SSMR episodes as manifested in students’ wiki comments based on a specially designed coding framework that focused on two key regulation processes: joint-planning and joint-monitoring. We ask: When and how SSMR episodes emerge during a collaborative wiki research article introduction move analysis task?
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