Dyanne ESCORCIA
25
Documents
Presentation
Mes travaux de recherches portent sur la production d'écrits en contexte universitaire. Je m'intéresse aux processus métacognitifs (connaissances métacognitives et stratégies d'autorégulation) à l'œuvre dans les pratiques d'écriture des étudiants. J'étudie également les conceptions des enseignants du supérieur relatives à l'écriture académique (enseignement et évaluation). Du point de vue méthodologique, j'utilise des méthodes quantitatives (questionnaires) et qualitatives (entretiens d’explicitation), mais également des techniques d'analyse en temps réel (observations filmées et verbalisations concomitantes).
My research studies are mainly about the metacognitive processes involved in the writing process. I study the these processes engaged by students at university in their written productions. I analyze the metacognitive components (metacognitive knowledge and self-regulation strategies) by gathering a description from the students of their own writing processes (through questionnaires and interviews). I also explore methodologies that allow for the analysis of the metacognitive components during a writing activity in real time.
***Mots clés: production écrite, métacognition, écriture académique, conceptions à propos de l'écriture, enseignement de l'écriture à l'université***
***Key words: writing, metacognition, academic writing, conceptions about writing, teaching and learning of writing.***
Publications
Self-regulation Strategies of Writing: effects of a program to develop narrative competencies3rd International Congress of Educational Science and Development, Jun 2015, San Sebastian, Spain
Conference papers
halshs-02542143v1
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Is coreference processing costly in written text production ? Evidence from narrative text production by children from 8 to 10 year-oldsConference on Writing Research & Writing Research School, Aug 2014, Amsterdam, Netherlands
Conference papers
halshs-02542167v1
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Contributions and limitations of an on-line method to assess self-regulation in writing6th Biennal Meeting of the EARLI Special Interest Group 16, Metacognition, Sep 2014, Istanbul, Turkey
Conference papers
halshs-02542182v1
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Self-regulation in writing: analysis of the writer’s behavior through the direct observation of the processes involve in written productionConference on Writing Research & Writing Research School, Aug 2014, Amsterdam, Netherlands
Conference papers
halshs-02542174v1
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Helping students’ academic writing performance, metacognition, and writing self-efficacyEARLI SIG 8-16 Motivation and Emotion meets Metacognition and Self-regulated Learning, Aug 2022, Dresden, Germany
Conference poster
hal-03901375v1
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Is coreference processing costly in written text production? Evidence from narrative text production by children from 8 to 10-year-olds.Journée du CeRCA, Jul 2015, Poitiers, France
Conference poster
halshs-02542107v1
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On-line processing of coreference in narrative production in children from 8 to 10 yearsInternational Workshop on Language Production, Jul 2014, Geneva, Switzerland
Conference poster
halshs-02542160v1
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Approche intégrative de l'apprentissage de l'écriture dans l'enseignement supérieur : connaissances métacognitives, stratégies d'autorégulation, apports de la motivation et influence du contexteL'apprentissage autorégulé, De Boeck Supérieur, pp.119-140, 2023, Pédagogies en développement, 978-2-8073-5123-3
Book sections
hal-04018187v1
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Composantes métacognitives et performance à l'écrit : une approche sociocognitive du travail étudiantEducation. Université de Nanterre - Paris X, 2006. Français. ⟨NNT : ⟩
Theses
tel-00170924v1
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