Adquisición de Estrategias de Autorregulación de la Escritura a través del Modelado y la Emulación por pares VS individual

Abstract

Observation and emulation are two main sequential stages in self-regulation instruction, which, applied to the writing field promote improvements in students’ writing competence. Therefore, to facilitate the implementation of this instruction in classrooms and to get the maximum benefit from it, it is necessary to know what kind of emulation, in pairs or individually, provides greater benefits to improve students’ writing considered as quality of written products and self-regulation of writing process. Thus, the aim of this study was to compare the effects of individual vs in pairs emulation on students’ writing competence. The sample comprised 71 students from 6th grade, distributed in three classes of the same school. They were randomly distributed in two conditions: experimental (received strategic instruction in planning, following the modelling-observation and emulation phases) and control (received non-strategic instruction focused on the textual product, following product emulation); in both conditions students randomly followed an individual or in pairs emulation. We collected pre-post and follow-up, holistic product measures and also writing process measures, such as: planning and thinking aloud recorded simultaneously with the on-line writing process. This also provides data about self-regulation and feedback procedures used by students working individually and in pairs. Currently data are being analyzed so they will be ready for the presentation of this study at the conference.