28.5068, Calls: Applied Linguistics, Cognitive Science / Journal of Writing Research (Jrnl)

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LINGUIST List: Vol-28-5068. Mon Dec 04 2017. ISSN: 1069 - 4875.

Subject: 28.5068, Calls: Applied Linguistics, Cognitive Science / Journal of Writing Research (Jrnl)

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================================================================


Date: Mon, 04 Dec 2017 12:11:00
From: Mark Feng Teng [markteng at life.hkbu.edu.hk]
Subject: Applied Linguistics, Cognitive Science / Journal of Writing Research (Jrnl)

 
Full Title: Journal of Writing Research 


Linguistic Field(s): Applied Linguistics; Cognitive Science 

Call Deadline: 31-Aug-2018 

Call for papers ''Promoting metacognitive strategy-focused instruction for
EFL/L2 writing: Orientation, practice, and performance'' 
A themed issue of Journal of Writing Research (ESCI/Scopus-index, CiteScore
1.09, SJR, 0.458, SNIP 1.107).
Guest editor: Mark Feng Teng, Hong Kong Baptist University 

Learning to write is a complex, recursive, and strategic process that requires
metacognitive competencies (Yves, 2017). Over the past few decades, language
educators and researchers worldwide have called for changes in the way the
writing skill is taught in schools. The rationale behind applying
strategy-focused writing instructions include the interconnection between
writing and metacognition. Metacognition refers to a higher order of thinking,
which involves an active control over the cognitive processes engaged in
learning (Flavell, 1979). Instruction on metacognitive strategy facilitated
learners to develop and evaluate arguments as well as select and use various
syntactic representations (Negretti, 2012). For example, metacognitive
strategy-based training strongly improved the writing performance for
Vietnamese students (Nguyen & Gu, 2013). A combination of text structure
application strategy, summarization strategy, and self-monitoring strategy
enhanced the text quality of German students (Wischgoll, 2016). The
metacognitive strategies, e.g., monitoring and evaluating, provided in a
cooperative learning setting enhanced the writing performance of Chinese
students (Teng, 2016). Therefore, metacognitive strategies, such as reviewing,
monitoring, and evaluating, facilitate the tracking of the writing process and
deciding the process of aligning these very strategies for creating the
intended writing output. However, EFL/L2 students lack linguistic competence
and cultural knowledge, which may hinder their effective use of strategies.
Instruction on metacognitive strategies may present a different scenario for
EFL/L2 learners than native speakers. Hence, infusing praxis-based
metacognitive strategy instruction into empirical investigations is sorely
needed in the context of learning to write for EFL/L2 learners. Through
process and intervention studies in different EFL/L2 contexts this special
issue will describe research that develops understanding of the role of
metacognition in second language writing and how it can be trained.

Please bear in mind that full-length manuscripts will be reviewed by two
referees before the final selection is made. The deadlines for various stages
of the process are as follows:
First draft due: August 31st, 2018
Review of the manuscripts: December 31st, 2018
Introduction to the special issue + revised papers: March 2019
Final review: May 2019
Publication: June 2019
If you have any enquiries about this special issue, please contact the guest
editor: Mark Feng Teng (tengfeng at uni.canberra.edu.au or
markteng at life.hkbu.edu.hk)




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