Multimodal self-feedback to foster metacognition in a second language writing environment: the insiders’ perspectives
Despite considerable research on corrective feedback, very few studies have attempted to investigate the role of student self-given dynamic feedback and how it fosters operational metacognition.
In this paper we discuss the complex concept of metacognition, the multilayered process of writing as a locus of metacognition, the real-time capture of L2 learner behaviour through screen capture technology (SCT).
Drawing upon an earlier study (Hamel, Séror & Dion, 2015), we offer both the teacher’s and the students’ inside look at behaviors observed during the original study by presenting three (3) sets of questions, observations and recommendations.
Finally, we present a case study of one in-class experimentation of SCT, illustrating the complexity of this venture.