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CV de Dyanne Escorcia

 

Mes travaux de recherches portent sur la production d'écrits en contexte universitaire. Je m'intéresse aux processus métacognitifs (connaissances métacognitives et stratégies d'autorégulation) à l'œuvre dans les pratiques d'écriture des étudiants. J'étudie également les conceptions des enseignants du supérieur relatives à l'écriture académique (enseignement et évaluation). Du point de vue méthodologique,  j'utilise des méthodes quantitatives (questionnaires) et qualitatives (entretiens d’explicitation), mais également des techniques d'analyse en temps réel (observations  filmées et  verbalisations concomitantes).

 

My research studies are mainly about the metacognitive processes involved in the writing process.  I study the these processes engaged by students at university in their written productions. I analyze the metacognitive components (metacognitive knowledge and self-regulation strategies) by gathering a description from the students of their own writing processes (through questionnaires and interviews). I also explore methodologies that allow for the analysis of the metacognitive components during a writing activity in real time. 

 

Mots clés: production écrite, métacognition, écriture académique, conceptions à propos de l'écriture, enseignement de l'écriture à l'université

 

Key words: writing, metacognition, academic writing, conceptions about writing, teaching and learning of writing.

 

Journal articles15 documents

  • Dyanne Escorcia, Manuel Gimenes. Metacognitive components of writing: construction and validation of the Metacognitive Components of Planning Writing Self-inventory (MCPW-I). European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, Elsevier, 2020, ⟨10.1016/j.erap.2019.100515⟩. ⟨hal-03119514⟩
  • Dyanne Escorcia, Mayilin Moreno. Teaching and assessment practices for academic writing: an analysis of teacher profiles. Journal of Learning Development in Higher Education, Association for Learning Development in Higher Education (ALDinHE) 2019, 16, pp.1-20. ⟨hal-03119529⟩
  • Dyanne Escorcia, Christine Ros. What variables interact with metacognitive processes related to writing in university students: the role of demographic and education factors. Electronic Journal of Research in Educational Psychology, University of Almeria, 2019, 17(3) (49), pp.639-664. ⟨hal-03119527⟩
  • Dyanne Escorcia, Christine Ros. What variables interact with metacognitive processes related to writing in university students: the role of demographic and education factors. Electronic Journal of Research in Educational Psychology, University of Almeria, 2019, 17 (49), pp.639-664. ⟨hal-03133896⟩
  • Dyanne Escorcia, Fabien Fenouillet. Connaissances métacognitives et stratégies d’autorégulation impliquées dans la révision de textes : construction et validation d’un instrument autorapporté. Mesure et Evaluation en Education, Association des spécialistes de la mesure et de l'évaluation en éducation, 2018, 41 (2), pp.1-36. ⟨10.7202/1059171ar⟩. ⟨hal-02378467⟩
  • Dyanne Escorcia, Jean-Michel Passerault, Christine Ros, Jean Pylouster. Profiling writers: analysis of writing dynamics among college students. Metacognition and Learning, Springer Verlag, 2017, 12 (2), pp.233-273. ⟨10.1007/s11409-016-9166-6⟩. ⟨hal-01991784⟩
  • Kiara Campo, Dyanne Escorcia, Mayilín Moreno, Jorge Palacio. Metacognición, escritura y rendimiento académico en universitarios de Colombia y Francia. Avances en Psicología Latinoamericana, 2016, 34 (2), pp.233-252. ⟨10.12804/apl34.2.2016.03⟩. ⟨hal-03143628⟩
  • Dyanne Escorcia. Teaching and assessing writing skills at university level: a comparison of practices in French and Colombian universities. Educational Research, Taylor & Francis (Routledge), 2015, 57 (3), pp.254-271. ⟨10.1080/00131881.2015.1056641⟩. ⟨hal-02077021⟩
  • Dyanne Escorcia, Mayilín Moreno, Kiara Campo, Jorge Palacio. Teaching and assessment of academic writing: analysis of practices reported by French and Colombian professors. Zona próxima. Revista del Instituto de Estudios en Educación de la Universidad del Norte, 2014, pp.92-107. ⟨10.14482/zp.20.6007⟩. ⟨hal-02078277⟩
  • Dyanne Escorcia, Fabien Fenouillet. Quel rôle de la métacognition dans les performances en écriture ?: analyse de la situation d’étudiants en sciences humaines et sociales. Canadian Journal of Education, Canadian Society for the Study of Education, 2011, 34 (2), pp.53-76. ⟨hal-03143605⟩
  • Dyanne Escorcia. Aportes de la metacognición al rendimiento en escritura: análisis de la situación de estudiantes universitarios. Revista Iberoamericana de Educación, Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura, 2011, 56 (3), pp.1-14. ⟨10.35362/rie5631513⟩. ⟨hal-03140438⟩
  • Dyanne Escorcia. Représentations de l'écriture à l'université : analyse de discours d'enseignants français et colombiens. Recherches en Didactiques, Presses universitaires du Septentrion, 2011, N�12 (2), pp.123. ⟨10.3917/rdid.012.0123⟩. ⟨hal-02338824⟩
  • Dyanne Escorcia. Quel rapport entre la métacognition et la performance à l’écrit ?. Éducation & Didactique, Presses Universitaires de Rennes, 2010, 4 (3), pp.63-82. ⟨10.4000/educationdidactique.870⟩. ⟨hal-02111721⟩
  • Dyanne Escorcia. Quel rapport entre la métacognition et la performance à l’écrit ? : Analyse de la situation d’étudiants en sciences humaines. Éducation & Didactique, Presses Universitaires de Rennes, 2010, 4 (3), pp.63-82. ⟨10.4000/educationdidactique.870⟩. ⟨hal-03140403⟩
  • Dyanne Escorcia. Conocimientos metacognitivos y autoregulación: una lectura cualitativa del funcionamiento de los estudiantes universitarios en la producción de textos. Avances en Psicología Latinoamericana, 2010, 28 (2), pp.265-277. ⟨hal-03140417⟩

Conference papers4 documents

  • Dyanne Escorcia, Victor Millogo. Self-regulation Strategies of Writing: effects of a program to develop narrative competencies. 3rd International Congress of Educational Science and Development, Jun 2015, San Sebastian, Spain. ⟨halshs-02542143⟩
  • Dyanne Escorcia, Victor Millogo. Contributions and limitations of an on-line method to assess self-regulation in writing. 6th Biennal Meeting of the EARLI Special Interest Group 16, Metacognition, Sep 2014, Istanbul, Turkey. ⟨halshs-02542182⟩
  • Dyanne Escorcia, Victor Millogo. Self-regulation in writing: analysis of the writer’s behavior through the direct observation of the processes involve in written production. Conference on Writing Research & Writing Research School, Aug 2014, Amsterdam, Netherlands. ⟨halshs-02542174⟩
  • Victor Millogo, Dyanne Escorcia. Is coreference processing costly in written text production ? Evidence from narrative text production by children from 8 to 10 year-olds. Conference on Writing Research & Writing Research School, Aug 2014, Amsterdam, Netherlands. ⟨halshs-02542167⟩

Poster communications2 documents

  • Victor Millogo, Dyanne Escorcia. Is coreference processing costly in written text production? Evidence from narrative text production by children from 8 to 10-year-olds.. Journée du CeRCA, Jul 2015, Poitiers, France. ⟨halshs-02542107⟩
  • V. Millogo, Dyanne Escorcia. On-line processing of coreference in narrative production in children from 8 to 10 years. International Workshop on Language Production, Jul 2014, Geneva, Switzerland. ⟨halshs-02542160⟩

Theses1 document

  • Dyanne Leah Escorcia Sarmiento. Composantes métacognitives et performance à l'écrit : une approche sociocognitive du travail étudiant. Education. Université de Nanterre - Paris X, 2006. Français. ⟨tel-00170924⟩