Writing Process Feedback Based on Keystroke Logging and Comparison with Exemplars: Effects on the Quality and Process of Synthesis Texts

Autor/inn/en	Vandermeulen, Nina; Van Steendam, Elke; De Maeyer, Sven; Rijlaarsdam, Gert
Titel	Writing Process Feedback Based on Keystroke Logging and Comparison with Exemplars: Effects on the Quality and Process of Synthesis Texts
Quelle	In: Written Communication, 40 (2023) 1, S.90-144 (55 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221127998
Schlagwörter	Intervention; Writing Processes; Feedback (Response); Futures (of Society); Word Processing; Writing Instruction; Grade 10; Comparative Analysis; Scoring; Writing Evaluation; Revision (Written Composition); Metacognition; Student Attitudes; Teaching Methods; Computer Software; Keyboarding (Data Entry); Information Sources; Foreign Countries; Instructional Effectiveness; Netherlands + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Textverarbeitung; Schreibunterricht; Bewertung; Korrektur; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Texterfassung; Information source; Informationsquelle; Ausland; Unterrichtserfolg; Niederlande
Abstract	This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or higher-scoring students (feed-forward condition). The effect of the feedback on writing performance and process was compared to a national baseline study. Results showed that feed-forward process feedback had an effect on text quality comparable to one grade of regular schooling. The feedback had an effect on production, pausing, revision, and source use, which indicates that it supported participants in self-regulating their writing process. Additionally, we explored the students' perception of the feedback to get an insight into its strengths and weaknesses. This study shows the potential of writing process feedback and discusses pedagogical implications and options for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01