REVIEW ARTICLE
Teaching and learning writing skills and strategies: Part I. From other-regulation to(wards) self-regulation in second/foreign language learning
1
Zakład Neofilologii, PSW im. Papieża Jana Pawła II w Białej Podlaskiej, Polska
Submission date: 2021-12-21
Final revision date: 2022-03-23
Acceptance date: 2022-03-24
Publication date: 2022-08-30
Corresponding author
Małgorzata Dąbrowska
Zakład Neofilologii, PSW im. Papieża Jana Pawła II w Białej Podlaskiej, Sidorska, 95/97, 21-500, Biała Podlaska, Polska
Zakład Neofilologii, PSW im. Papieża Jana Pawła II w Białej Podlaskiej, Sidorska, 95/97, 21-500, Biała Podlaska, Polska
Rozprawy Społeczne/Social Dissertations 2022;16(1):134-155
KEYWORDS
tutoringself-regulated learningsecond/foreign language learning strategieswriting processesstrategies for writingfeedback on writing
TOPICS
ABSTRACT
Abstract: The main aim of this series of two articles is to explore the issue of teaching and learning writing, with special attention to writing at advanced levels of foreign language proficiency. In Part I., the authors review the role of writing in language teaching and concentrate on different approaches to writing instruction. They stress the significance of quality feedback provided in dialogic feedback cycles, including tutor response and peer reviewing. They also discuss the issue of scaffolding student writers towards self-regulation of writing processes and strategies. Part II. presents an empirical study on the implementation of a tutoring project for EFL learners at college level in integration with a regular writing course for third year English Philology students. Material and methods: nie dotyczy Results: nie dotyczy Conclusions: The pedagogical implications of the issues discussed in both articles relate to the need to guide students towards self-regulated language learning with a view to continued lifelong learning.
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