Advances in Language and Literary Studies - Vol. 5 No. 1 - Individual Self-monitoring &Peer-monitoring In One Classroom in Writing Activities: Who Is at Disadvantage?

Oct 15, 2026

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Writing enables sharing ideas, arousing feelings, and persuading others, and it should be treated as a cognitive, social, and cultural act shaped for a specific audience. This research examines the significance effects of two independent variables, self-monitoring and peer-monitoring, on Iranian EFL learners’ writing activities. The study involved 173 male and female learners aged 16–27, with composing descriptive paragraph tasks as pre- and post-tests in the same conditions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

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Abstract

1. Introduction

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 1; February 2014 Copyright © Australian International Academic Centre, Australia Individual Self-monitoring &Peer-monitoring In One Classroom in Writing Activities: Who Is at Disadvantage? Zohreh Zare Toofan E-mail: [zohrehzaretoofan@gmail.com](zohrehzaretoofan@gmail.com) Doi:10.7575/aiac.alls.v.5n. 1p.99 URL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.1p.99](http://dx.doi.org/10.7575/aiac.alls.v.5n.1p.99) Received: 07/01/2014 Accepted: 25/02/2014 Abstract Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white & Arndt, 1991) . It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989) . Here, the present research considers the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian EFL learners. In this research it was supposed to study new effects of two Meta cognitive strategies self-monitoring and peer-monitoring on 173 male and female learners' writing activities whose age ranged between the age 16-27, and they had a composing description writing paragraph as pre & post test in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, & Doepke, 2006 Cooper et al., 2007, Dunlap, Dunlap, Koegel, & Koegel 1991) . But goal of this study was to increase the participant ’s on-task behavior in self & peer-monitoring (E. Johnson, 2007, Self &Peer-monitoring added) . Although both of them were useful for providing challengeable students, and became useful for prosocial life, but self-monitoring helped them to become awareness of their weaknesses and strengths to increase positive way of the quality and quantity of their learning in written task, and peer-monitoring occurred when the students achieved recognition level to evaluate the other peers' behavior, and it was obviously understood that it needed more training time to arrive at the level of recognition of each others' behavior. Keywords: Self-monitoring, Peer-monitoring, Feedback, Composing description 1. Introduction To write well, students are expected to have self-regulation skills (Bereiter & Scardamalia, 1987; Graham & Harris, 2000; Hayes & Flower, 1980; Zimmerman & Kitsantas, 1999) . For example, experienced writers successfully set goals, self-monitor, and reflect on their learning process through iterative writing and rewriting. Among the various selfregulation skills, self-monitoring is known to be particularly critical in learning to write (Cresswell, 2000; Xing, 2004) . Self-monitoring involves accessing information about ongoing cognitive or affective processes, states, or memory retrieval and evaluating that information on either implicit or explicit criteria (Reder & Schunn, 1996; Shimamura, 1996) . In the context of writing, self-monitoring involves evaluating information about what is currently being written or what has been written and noting some compatibility or incompatibility with a mental representation of what the written text should be (Hacker, 1994) . Self-monitoring involves accessing information about ongoing cognitive or affective processes, states, or memory retrieval and evaluating that information on either implicit or explicit criteria (Reder & Schunn, 1996; Shimamura, 1996) . In the context of writing, self-monitoring involves evaluating information about what is currently being written or what has been written and noting some compatibility or incompatibility with a mental representation of what the written text should be (Hacker, 1994) . At th

FAQs

How does the study define writing in learning activities?

Writing is treated not only as an individual product, but as a cognitive, social, and cultural act carried out within a context for a particular purpose and audience.

What variables does the research examine in writing activities?

The research focuses on two independent variables: self-monitoring and peer-monitoring, framed as meta-cognitive strategies in writing tasks.

Who participated in the study and how were they tested?

The study included 173 Iranian EFL learners (male and female) aged 16–27. They completed composing descriptive paragraph tasks as pre- and post-tests under the same conditions.

Oct 15, 2026

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