Analysis of the metacognitive aspects of the writing process in secondary school students

Abstract

This paper presents the results of an action research which, based on a cognitive approach, aimed to observe the process of collaborative writing during its development, as a result of the collaborative interaction between the authors of a text. First, some basic questions concerning writing skills in a school environment are discussed, focusing on collaborative writing and the use of technologies supporting the teaching process. Afterwards, the phases and the construction of a teaching experiment carried out in the upper three grades of a general education secondary school ‘Liceo’ are described. The analysis of audio files recorded during the writing process allowed the evaluation of how the interaction among the students impacts the planning and realisation of a written text.

Keywords

• upper-secondary school
• writing teaching
• collaborative writing
• metacognition
• interaction process analysis