Journal
INNOVATION IN LANGUAGE LEARNING AND TEACHING
Volume 17, Issue 3, Pages 518-534Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/17501229.2022.2077348
Keywords
Automated writing evaluation; automated feedback; writing technology; goal setting; self-regulation; educational technology implementation
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This study presents the results of integrating self-regulation through reflection and goal setting with automated writing evaluation technology. The findings suggest that this innovative and scalable technology-based writing intervention has the potential to improve students' writing outcomes.
Purpose This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students' writing outcomes. Methods We employed a single-group pretest-posttest design. All students in Grades 5-8 (N = 56) from one urban, all female, public-charter middle school completed pretest and posttest measures of writing beliefs and writing performance. In between pretest and posttest, students completed monthly goal-setting activities via a Qualtrics survey and monthly persuasive writing practice via prompts completed within an AWE system. Findings Students improved their self-regulation as indicated by improved goal calibration and confidence to achieve their goals over time. They also improved their self-efficacy for writing self-regulation and writing performance between pre and posttest. Students also perceived the intervention to be usable, useful, and desirable. Originality This is a unique study because we integrated AWE and goal-setting instruction, which has not previously been done. Positive findings indicate the promise of this innovative, feasible, and scalable technology-based writing intervention.
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