La evolución de modelos mentales de escritura en un contexto de lengua extranjeradinámica de objetivos y creencias

Abstract

The present study is a longitudinal investigation on EFL university learners' mental models of writing (understood as a set of beliefs and goals) in an EAP course and their effects on performance. Data collection involved language proficiency tests, L2 compositions, interviews and self-reflective journals. Quantitative and qualitative analyses of the data were carried out. The findings indicate the development of a knowledge-transforming model of writing, the transformation of students' multidimensional models of composition into bidimensional ones and the existence of different task conceptualizations related to a network of goals that result in distinct writing achievement. The contribution of the study lies in the understanding of individuals' processes when writing that help (i) to deepen researchers' knowledge about second language writing; and (ii) to improve pedagogical practices with regard to learners' beliefs and goals that are shown to be related to writing achievement, motivation and self-regulation for L2 composing.