Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study
Date
2022-05-17
Journal Title
Journal ISSN
Volume Title
Publisher
Innovation in Language Learning and Teaching
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.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in
Innovation in Language Learning and Teaching on 05/17/2022, available at: http://www.tandfonline.com/10.1080/17501229.2022.2077348. This article will be embargoed until 11/17/2023.
Keywords
automated writing evaluation, automated feedback, writing technology, goal setting, self-regulation, educational technology implementation
Citation
Joshua Wilson, Andrew Potter, Tania Cruz Cordero & Matthew C. Myers (2022) Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study, Innovation in Language Learning and Teaching, DOI: 10.1080/17501229.2022.2077348