INDIVIDUAL SELF-MONITORING AND PEER-MONITORING IN ONE CLASSROOM IN WRITING ACTIVITIES: WHO IS AT DISADVANTAGE?

Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white & Arndt, 1991). It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989).The present research considered the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian English as a Foreign Language (EFL) learners. In this research we were supposed to investigate self-monitoring & peer-monitoring effects on 173 male and female learnersʹ writing activities whose age ranged between the 16-27, and they had a composing description writing paragraph as pre & post test in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, & Doepke, 2006 Cooper et al., 2007, Dunlap, Dunlap, Koegel, & Koegel 1991).This research studied about self-monitoring and peer-monitoring techniques which has been included new findings on learnersʹ written tasks.