<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322017000200183</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v22n02a02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Coherence and cohesion in EFL students' writing production: The impact of a metacognition-based intervention]]></article-title>
<article-title xml:lang="es"><![CDATA[Coherencia y cohesión en la producción escrita de estudiantes de inglés: impacto de una intervención pedagógica basada en la metacognición]]></article-title>
<article-title xml:lang="fr"><![CDATA[Cohérence et cohésion dans la production écrite d'étudiants en anglais langue étrangère : l'impact d'une intervention pédagogique basée sur la métacognition]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Briesmaster]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Etchegaray]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>183</fpage>
<lpage>202</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322017000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322017000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322017000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this action research study was to identify the impact of metacognitive training on the development of coherence and cohesion in the writing production of EFL learners at paragraph level. The participants included 19 students from an 8th grade Chilean public school who took part in a 9-week class intervention. These classes focused on teaching the students to write paragraphs in English by using metacognitive techniques such as planning, monitoring, and evaluating their own production while paying particular attention to coherence and cohesion. As instruments for data collection, L2 writing pre- and post-tests were utilized. Additionally, two qualitative research techniques were employed to identify the metacognitive writing procedures used by the students before and after the metacognitive intervention. The results suggest that the EFL students used more metacognitive procedures when writing after having received the intervention. Moreover, a slight improvement was observed in the area of cohesion. For this reason, the EFL classroom should increase opportunities for writing and reflection activities when producing in the L2 within a more extensive intervention.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio de investigación acción fue identificar el impacto de las prácticas metacognitivas en el desarrollo de la coherencia y cohesión asociada a la escritura de estudiantes de inglés como una lengua extranjera. Los participantes fueron 19 estudiantes de octavo año pertenecientes a un establecimiento público de educación básica en Chile. Los sujetos de investigación participaron en una intervención de clase de nueve semanas, la cual estaba enfocada en la escritura de párrafos en inglés a través de las prácticas metacognitivas como planificación, monitoreo y evaluación con particular atención en coherencia y cohesión. Para determinar el nivel inicial de los participantes y sus mejoras posteriores, fueron considerados un pre y post-test sobre escritura en la lengua inglesa. Adicionalmente, dos técnicas de investigación cualitativa fueron usadas para identificar los procedimientos metacognitivos de escritura considerados por los participantes antes y después de la intervención. Los resultados sugieren que los estudiantes que participaron en el estudio emplearon más procedimientos metacognitivos considerando su escritura en inglés posterior a la intervención. Adicionalmente, se observó una leve mejora en su producción, la cual estaba asociada al área de cohesión. Por esta razón, las clases de inglés deberían incrementar las oportunidades destinadas a que los estudiantes escriban y desarrollen actividades de reflexión al producir en una intervención pedagógica que dure más tiempo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L'objectif de cette recherche-action était d'identifier l'impact des pratiques métacognitives sur le développement de la cohérence et cohésion associées à la production écrite, chez des apprenants d'anglais langue étrangère. Dix-neuf participants, élèves de huitième année d'une école chilienne, ont participé à une intervention menée en classe pendant neuf semaines, orientée vers l'écriture de paragraphes en anglais à travers des pratiques métacognitives telles que la planification, le monitorage et l'évaluation avec une attention particulière portée sur la cohérence et la cohésion. Pour déterminer leur niveau initial et le comparer avec le progrès réalisé, ils ont été soumis à un test de production écrite en anglais avant et après l'expérimentation. Nous avons eu recours en plus a deux techniques de recherche qualitatives afin d'identifier les processus d'écriture métacognitifs appliqués par les étudiants avant et après l'intervention. Les résultats suggèrent que les étudiants utilisaient plus de compétences métacognitives dans leurs écrits à la fin de l'intervention. En outre, on constate un léger progrès en ce qui concerne à la cohésion. C'est la raison pour laquelle les classes d'anglais devraient donner davantage de possibilités aux étudiants d'écrire et de développer des activités de réflexion, en produisant une intervention pédagogique plus durable.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[L2 writing]]></kwd>
<kwd lng="en"><![CDATA[coherence]]></kwd>
<kwd lng="en"><![CDATA[cohesion.]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[escritura en inglés]]></kwd>
<kwd lng="es"><![CDATA[coherencia]]></kwd>
<kwd lng="es"><![CDATA[cohesión.]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[métacognition]]></kwd>
<kwd lng="fr"><![CDATA[production écrite en anglais]]></kwd>
<kwd lng="fr"><![CDATA[cohérence]]></kwd>
<kwd lng="fr"><![CDATA[cohésion.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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