en Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels تخصصي Special پژوهشي Research <table align="left" cellpadding="0" cellspacing="0" hspace="0" vspace="0"> <tbody> <tr> <td align="left" style="padding-top:0cm;padding-right:9.0pt;padding-bottom:0cm;padding-left:9.0pt;vertical-align:top;"><span style="color:black;"><span style="font-family:times new roman,serif;">This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.&nbsp; Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.&nbsp; The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.&nbsp; The study also found high correlation between the social mode of metacognition in L2 writing and learners&rsquo; individual metacognition.&nbsp; The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.</span></span></td> </tr> </tbody> </table> <div style="clear:both;"></div> <table align="left" cellpadding="0" cellspacing="0" hspace="0" vspace="0"> <tbody> <tr> <td align="left">This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.&nbsp; Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.&nbsp; The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.&nbsp; The study also found high correlation between the social mode of metacognition in L2 writing and learners&rsquo; individual metacognition.&nbsp; The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.</td> </tr> </tbody> </table> <div style="clear:both;"></div> Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty 101 124 http://ijal.khu.ac.ir/browse.php?a_code=A-10-703-3&slc_lang=en&sid=1 Manoochehr Jafarigohar Manoochehr Jafarigohar 10031947532846001343 10031947532846001343 Yes Mahboubeh Mortazavi Mahboubeh Mortazavi 10031947532846001344 10031947532846001344 No