Integrating Goal-Setting and Automated Feedback to Improve Writing Outcomes: A Pilot Study

Autor/inn/en	Wilson, Joshua; Potter, Andrew; Cordero, Tania Cruz; Myers, Matthew C.
Titel	Integrating Goal-Setting and Automated Feedback to Improve Writing Outcomes: A Pilot Study
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 3, S.518-534 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2077348
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Schreibunterricht; Pilot project; Modellversuch; Pilotprojekt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Writing skill; Schreibfertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Linguistics; Computerlinguistik; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Charter school; Charter-Schule; Essay; Aufsatzunterricht; Stichwort; Educational Innovation; Bildungsinnovation
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01