Hellen Vretoudaki, Αthina Ntoulia


Writing process is considered a demanding and complex process and one of the most important factors for children’s’ academic success. Cultivation of this skill must be systematic and methodical. The students' ability to produce meaningful and understandable texts both by themselves and by their classmates easily is considered to be of major pedagogical significance. In writing, students are encouraged to participate in activities, which involve exchanging and negotiating with peers and educators, which is related to Vygotsky's socio-cultural theory (1978). The teacher's contribution is significant as s/he is the one who mediates between students and text, selecting each time the appropriate technique / strategy to lead the students into self-regulation of the process. This paper presents a survey that was carried out in schools in the prefecture of Chania (Crete) in Greece and aimed at investigating the impact of Self-Regulated Strategy Development on students of mixed ability in written speech production. The purpose of this study was to determine the impact of this strategy on the empowerment of students' written discourse. Intervention applied to the experimental group has highlighted significant pedagogical benefits on students’ ability to synthesize well-structured and cohesive narrative text.


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2372


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