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Written Review And Development Of Metacognition: Empirical Study Based On Verbalizations

Author

Listed:
  • Abdelli KANDSI

    (University of ADRAR, Algeria)

  • Sid Ahmed KHELLADI

    (University of ADRAR, Algeria)

  • Mohamed HATTAB

    (University of ADRAR, Algeria)

Abstract

This article adopts a didactic perspective and focuses more specifically on the revision of written production. To this end, our analysis of the empirical data was based on three research protocols: the draft sheet, the final response sheet, and the verbal protocol. The target group consists of twenty students enrolled in the third year of secondary school. We seek to take a closer look at how writers regulate, evaluate, and construct their texts through revision strategies. This approach relies mainly on the verbal protocol, which allows us to explore the students' metacognitive processes during or after writing. Indeed, the analysis of verbalizations sheds light on the different phases of text composition, namely planning, text production, and revision. It is worth recalling that metacognition plays a significant role in the development of writing competence, as it provides better control over revision operations and promotes more conscious reflection on the act of writing.

Suggested Citation

  • Abdelli KANDSI & Sid Ahmed KHELLADI & Mohamed HATTAB, 2025. "Written Review And Development Of Metacognition: Empirical Study Based On Verbalizations," Annals of the University of Craiova, Series Psychology, Pedagogy, Teacher Training Department, University of Craiova, vol. 47(2), pages 422-436, December.
    • Handle: RePEc:edt:aucspp:v:47:y:2025:i:2:p:422-436
    DOI: 10.5281/zenodo.18023855
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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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