Integrating Goal-Setting and Automated Feedback to Improve Writing Outcomes: A Pilot Study
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| Title: | Integrating Goal-Setting and Automated Feedback to Improve Writing Outcomes: A Pilot Study |
|---|---|
| Language: | English |
| Authors: | Wilson, Joshua (ORCID |
| Source: | Innovation in Language Learning and Teaching. 2023 17(3):518-534. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Goal Orientation, Writing Instruction, Writing Evaluation, Pilot Projects, Intervention, Metacognition, Writing Skills, Middle School Students, Urban Schools, Females, Single Sex Schools, Writing Attitudes, Computational Linguistics, Computer Software, Self Efficacy, Student Attitudes, Teaching Methods, Charter Schools, Feedback (Response), Essays, Cues, Instructional Innovation, Writing Improvement |
| DOI: | 10.1080/17501229.2022.2077348 |
| ISSN: | 1750-1229 1750-1237 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1391917 |
| Database: | ERIC |
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