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

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2022-12-09 DOI:10.1177/07410883221127998

N. Vandermeulen, E. Van Steendam, S. de Maeyer, Gert Rijlaarsdam

引用次数: 5

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.

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基于按键记录的写作过程反馈及其与示例的比较：对合成文本质量和过程的影响

本干预研究旨在检验写作过程反馈的效果。65名10年级学生收到了一份基于击键记录数据的个人报告，其中包括几个写作过程方面的信息。参与者将他们的写作过程与得分相同（位置设置条件）或得分更高的学生（前馈条件）的范例过程进行了比较。将反馈对写作表现和过程的影响与国家基线研究进行了比较。结果表明，前馈过程反馈对文本质量的影响与普通学校的一个年级相当。反馈对制作、暂停、修改和来源使用产生了影响，这表明它支持参与者自我调节写作过程。此外，我们还探究了学生对反馈的感知，以深入了解反馈的优势和劣势。本研究展示了写作过程反馈的潜力，并讨论了教学意义和未来研究的选择。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.