The Effects of Metacognitive Prompting and Structured Peer Interaction on Intermediate EFL learners' Collaborative Writing

This research was designed to investigate the effects of two different types of learningmodalities, namely Meta-cognitive Prompting and structured peer interaction on intermediateEFL learners’ collaborative writing. For this purpose, 90 learners of total number of 120intermediate learners studying at Kish English language school were chosen first forhomogenization prior to the study. In order to homogenize the subjects Preliminary English Test(PET) was administered and 90 students were selected. A pre-test writing was administeredamong all of them. They were divided in two groups, one in which Students were contributing intheir writing samples with each other and the other groups based on their individual efforts andoutcomes. each group was exposed to the treatment for 24 sessions in seven weeks. At the end ofthe instruction, post-test with Analytic rating scale was applied and one-way ANOVA was run totest and the two hypotheses raised in the study. The resultsshowed that while learners benefited from structured peer interaction setting compared tometacognitive prompting one, they were better off receiving writing instruction and moreimproved in their writing skill.