MULTILINGUAL APPROACH TO WRITING PEDAGOGY THROUGH METACOGNITIVE STRATEGY BASED INSTRUCTION

Kheiriya Delovarova, Gulnara Kassymova, Davronzhon Gaipov

DOI Number
https://doi.org/10.22190/JTESAP250204029D
First page
377
Last page
389

Abstract


The research aims to verify the possibility of cross-linguistic transfer of metacognitive writing strategies developed within the FL (English) classroom to second (Russian) and first (Kazakh) in Kazakhstani secondary schools. Moreover, it was intended to find out whether there is a difference in the transfer of writing strategies from FL to L2 and L1, and to which of them the transfer occurs more intensively. Thus, the current study has adopted a convergent parallel mixed research design using quantitative methods in the form of questionnaires and qualitative methods in the form of stimulated interview.  A four-month pedagogical intervention in the foreign language classroom of Year 9 secondary school participants was applied between the pre- and post-data collection. As a result of the implemented strategy-based instruction participants increased their consciousness, meta-cognitive behavior when performing writing assignments and level of writing strategies used by students in all three languages.  Moreover, the degree of transfer was more noticeable when performing writing tasks in a second language (Russian) rather than first language (Kazakh). 

Keywords

cross-linguistic transfer, multilingual education, meta-cognitive writing strategies.

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DOI: https://doi.org/10.22190/JTESAP250204029D

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