The Teacher’s Feedback and Student’s Metacognition:
The Overlooked Bond in Writing Instructions
Danny Wira Dharma
In light of writing as a
process of composing requiring not only students’ language knowledge but also
their discourse knowledge, it is not surprising that writing poses a main
challenge for EFL teachers. One of the elements in writing instructions to cope
with the challenge is the utilization of effective feedback deemed as a
powerful tool to enhance the quality of students’ writing. Moreover, such a
quality can be maximized only when students’ metacognitive
knowledge can also be optimally evoked as to facilitate their thinking
processing. Yet, unfortunately, it is the area that seems to be overlooked by
writing teachers. The existing drawback apparently stems from students’ over reliance
on the teacher’s feedback upon their revision resulting in their unawareness of
their own strategies. Given this intricate picture, this paper is an attempt to
shed light upon roles of the teacher’s written feedback in promoting student’s metacognitive knowledge in writing instructions. In
particular, it will share the characteristics of written feedback stimulating
students’ thinking processing beyond their cognition.
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Dharma, D. W.
(2005, March). The teacher’sfeedback and student’s metacognition:
The overlooked bond in writing instructions. Paper presented at LIA
International Conference,
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