Learning and Instruction最新文献

{"title":"Can teacher-student relationship improve the cognitive ability of left-behind children in China? The mediating role of teacher support and learning attitude","authors":"Xiaomei Ye ,&nbsp;Qiran Wang","doi":"10.1016/j.learninstruc.2024.101975","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101975","url":null,"abstract":"<div><h3>Introduction</h3><p>Although the role of the teacher-student relationship has been confirmed, how it improves the cognitive ability of left-behind children remains to be further discussed.</p></div><div><h3>Objectives</h3><p>The primary aim of this study was to analyze the role of teacher-student relationships on left-behind children's cognitive ability, along with the underlying mechanisms.</p></div><div><h3>Methods</h3><p>This article selected 9449 students, encompassing 2199 left-behind children, from the China Education Panel Survey for analysis. First, correlation analysis and ordinary least squares (OLS) regression were used to estimate the relationship between teacher-student relationships and left-behind children's cognitive ability. Second, the Blinder-Oaxaca decomposition technique was used to estimate the contribution of teacher-student relationships to the cognitive ability gap between left-behind and non-left-behind children. Finally, the generalized structural equation model (GSEM) and bootstrap tests for mediation were utilized to elucidate the underlying mechanisms.</p></div><div><h3>Results</h3><p>Left-behind children's cognitive ability and teacher-student relationship were markedly inferior to those of non-left-behind children. Both the preceding and current academic years' teacher-student relationships have been shown to enhance children's cognitive ability. However, only the prior academic years' teacher-student relationship positively predicted the cognitive ability of left-behind children. When left-behind children's teacher-student relationship improves to the average level of non-left-behind children, their cognitive ability gap will narrow by 3.14%. Furthermore, the teacher-student relationship can improve teachers' support for left-behind children and their learning attitudes, thereby promoting their cognitive development.</p></div><div><h3>Conclusion</h3><p>This study examined that the teacher-student relationship could promote the cognitive ability of left-behind children through teacher support and students' learning attitudes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101975"},"PeriodicalIF":4.7,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scoping review on word-reading resilience in literacy: Evaluating empirical evidence for protective factors","authors":"Sanne Appels ,&nbsp;Sietske van Viersen ,&nbsp;Sara van Erp ,&nbsp;Lisette Hornstra ,&nbsp;Elise de Bree","doi":"10.1016/j.learninstruc.2024.101969","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101969","url":null,"abstract":"<div><h3>Background</h3><p>To date little is known about factors that might contribute to positive literacy outcomes in children with (a risk of) reading difficulties (RD). Research into resilience in literacy is needed to understand why some children with (a risk of) RD can overcome their difficulties in the face of adversity.</p></div><div><h3>Aim</h3><p>This scoping review aims to 1) provide a framework and operationalize study designs and statistical approaches for studying academic resilience; and 2) systematically review empirical evidence for promotive, protective, and skill-enhancing factors involved in resilience in atypical literacy development of children with (a risk of) word-level RD.</p></div><div><h3>Method</h3><p>The systematic literature search included empirical studies with a focus on compensation in literacy development, including samples of 6- to 16-year-old children with a detectable (risk of) word-level RD. Outcome measures had to include at least one relevant literacy measure.</p></div><div><h3>Results</h3><p>Analysis of the 22 included studies revealed two main findings: 1) most studies had (very) small sample sizes and thus low statistical power to find relevant effects; 2) study designs and/or statistical analyses used were often insufficient to distinguish between promotive, protective, and skill-enhancing factors. Furthermore, findings point towards underrecognition of evidence for promotive and skill-enhancing factors as well as overinterpretation of the same evidence towards protective effects.</p></div><div><h3>Conclusion</h3><p>Overall, empirical evidence for protective factors is sparse and at present based on only a few studies. Based on the current findings, we state implications for the field of educational psychology in planning and conducting research into resilience in literacy.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101969"},"PeriodicalIF":4.7,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000963/pdfft?md5=67b2dd7770b415da46eeda1c9009866b&pid=1-s2.0-S0959475224000963-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are you learning or performing? A comparison of students’ goal orientation during experimentation at an outreach science laboratory and at school using the CEAS model","authors":"Tim Kirchhoff ,&nbsp;Matthias Wilde ,&nbsp;Christoph Randler ,&nbsp;Nadine Großmann","doi":"10.1016/j.learninstruc.2024.101972","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101972","url":null,"abstract":"<div><h3>Background</h3><p>Many outreach science laboratories have been established in the fields of STEM to counteract negative developments in student motivation such as a decrease in mastery-approach goal orientation and an increase in avoidance-performance goal orientation. Studies to date have not yet addressed the question whether a visit to an outreach science laboratory could have a buffering or counteracting effect on these negative developments.</p></div><div><h3>Aims</h3><p>We investigated differences in students’ state goal orientations, state of interest, perceived need satisfaction, and perceived pressure when conducting experiments in an outreach science laboratory or at school.</p></div><div><h3>Sample</h3><p>Participants were 358 German school students (age: <em>M</em> = 16.43 years, <em>SD</em> = 0.76 years; gender: 58% female).</p></div><div><h3>Methods</h3><p>In a quasi-experimental study, the students conducted the same experiments at an outreach science laboratory (<em>n</em> = 186) or at school (<em>n</em> = 171) under local conditions.</p></div><div><h3>Results</h3><p>The students in the outreach science laboratory perceived themselves as more competent, more related, and less pressured than the students at school. Their state of interest and perceived autonomy were similarly high. Furthermore, we found no differences in their state mastery-approach goal orientation, while the students in the outreach science laboratory exhibited lower performance goal orientations than the students at school.</p></div><div><h3>Conclusions</h3><p>Our findings support the assumption that students may be motivated to learn about biological content in outreach science laboratories as at school, but with more competence perception and beyond performance pressure. Regarding the recent negative developments of student motivation, outreach science laboratories might be valuable complements to formal biology education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101972"},"PeriodicalIF":4.7,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000999/pdfft?md5=c5191ffe79860aa89bf1be7eb77ab776&pid=1-s2.0-S0959475224000999-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141596526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Informative narratives increase students’ situational interest in science topics","authors":"Stefanie Golke,&nbsp;Jörg Wittwer","doi":"10.1016/j.learninstruc.2024.101973","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101973","url":null,"abstract":"<div><h3>Background</h3><p>Informative narratives are texts that embed factual information in a story. They are often believed to increase not only text comprehension but also situational interest compared with expository texts. However, research regarding their impact on situational interest is missing.</p></div><div><h3>Aims</h3><p>We examined the effect of informative narratives and expository texts on situational interest and how this impact affected text comprehension. Additionally, we investigated whether the learner-related factors individual interest, need for cognition, and need for affect moderate the relationship between text type and situational interest.</p></div><div><h3>Sample</h3><p>Participants were 123 university students.</p></div><div><h3>Methods</h3><p>In a randomized design, participants read either informative narratives or expository texts about biology topics. They completed measures of situational interest and text comprehension and questionnaires on need for cognition, need for affect, and individual interest.</p></div><div><h3>Results</h3><p>The informative narratives led to a higher situational interest than the expository texts. Although situational interest and text comprehension were positively related, informative narratives did not lead to better text comprehension than expository texts. In fact, the positive effect of informative narratives on situational interest counteracted a negative direct effect on comprehension. Moreover, none of the tested moderator effects were significant. However, learners with higher need for cognition and higher individual interest developed a higher situational interest across both types of text.</p></div><div><h3>Conclusions</h3><p>Overall, the findings suggest that informative narratives are useful to promote situational interest in science education, even when they do not enhance text comprehension compared with expository texts.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101973"},"PeriodicalIF":4.7,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001002/pdfft?md5=fb3f3bdd8ddef42ae1cf6cef7c23258b&pid=1-s2.0-S0959475224001002-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dialogic writing in the upper grades of primary school: How to support peer feedback conversations that promote meaningful revisions","authors":"Renske Bouwer ,&nbsp;Marije van Braak ,&nbsp;Chiel van der Veen","doi":"10.1016/j.learninstruc.2024.101965","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101965","url":null,"abstract":"<div><h3>Background</h3><p>Upper-primary students struggle with writing, focusing on surface aspects when writing and rewriting. Dialogic talk between writers and readers may increase audience awareness and feedback engagement, which can lead to more meaningful comments and text revisions.</p></div><div><h3>Aims</h3><p>This quasi-experimental study investigates the effects of a dialogic writing intervention on the nature and focus of the dialogic peer conversations, and on students’ revision behavior.</p></div><div><h3>Sample</h3><p>Participants were 84 grade six students from four regular classrooms including monolingual (<em>n</em> = 59) and multilingual students (<em>n</em> = 25). Two classes were randomly assigned to the dialogic writing intervention and received support for dialogic talk by a conversation card for students and a practice-based professional development program for teachers. The other classes formed the control group.</p></div><div><h3>Methods</h3><p>All students wrote four argumentative texts by writing a first draft, discussing the text in groups of three, and revising the text. We collected all the drafts and revised versions of students’ texts, resulting in 204 texts in total. We also recorded peer feedback conversations in each class and for each writing task, resulting in 86 peer feedback recordings – 37 in the intervention condition and 49 in the control condition. We adopted a mixed-methods approach to the data, with discourse and conversation analysis to evaluate the nature and focus of the dialogic peer conversations and text analysis to examine text revisions.</p></div><div><h3>Results</h3><p>Students who received additional support for dialogic talk engaged in more exploratory peer conversations marked by open-ended questions and collaborative reasoning. Qualitative results showed that both the teacher and the conversation card have a crucial role in shaping meaningful dialogic peer conversations. These dialogues led to a shift in peer comments from a focus on lower to higher-order aspects of the text, resulting in higher-order text revisions.</p></div><div><h3>Conclusions</h3><p>This study suggests that a dialogic writing intervention with support for students and teachers enhances students' ability to engage in meaningful discussions about their writing. This promotes comments on higher-order aspects and effective text revisions.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101965"},"PeriodicalIF":4.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000926/pdfft?md5=dfbc884cf92583c4a5886ede04b7facf&pid=1-s2.0-S0959475224000926-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of digitalisation on learning to write – A naturalistic experiment","authors":"Wenke Mork Rogne ,&nbsp;Vibeke Rønneberg ,&nbsp;Siv M. Gamlem ,&nbsp;Eivor Finset Spilling ,&nbsp;Per Henning Uppstad","doi":"10.1016/j.learninstruc.2024.101970","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101970","url":null,"abstract":"<div><h3>Background</h3><p>Students’ writing is being digitised to a different degree across countries, municipalities, and schools. Yet, knowledge on the effect of digitalisation remains scarce. Due to local autonomy over instructional methods, Norwegian schools portray a full array of this global diversity of practices, representing a unique naturalistic setting of digitisation, with other factors being held relatively constant.</p></div><div><h3>Research aims</h3><p>The study explores how elementary students’ writing is affected by to what degree students’ writing involves using digital tools and/or handwriting over the first year in school.</p></div><div><h3>Sample</h3><p>A total of 577 Norwegian first grade students (6 years).</p></div><div><h3>Methods</h3><p>In a natural experiment, students were tested for spelling ability (dictation) and for narrative text writing ability. Students wrote one text by hand and one text on a digital device and handwritten and typed texts were analysed for handwriting legibility, holistic quality, text length and compositional spelling. The statistical analysis was performed using Linear mixed-effects models.</p></div><div><h3>Results</h3><p>The results show that students from classes with a higher degree of digitalisation wrote longer texts with more words correctly spelled when writing on a digital device, compared to others. However, students from classes where more writing was done by hand performed better on handwriting measures.</p></div><div><h3>Conclusions</h3><p>We suggest that both modes convey writing proficiency, each with its specific benefits.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101970"},"PeriodicalIF":4.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000975/pdfft?md5=f655585c1d40d5dc875262a1b5ac959a&pid=1-s2.0-S0959475224000975-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making a case for playful assessment as asset-based assessment through conjecture mapping","authors":"Yoon Jeon Kim,&nbsp;Kailea Saplan","doi":"10.1016/j.learninstruc.2024.101971","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101971","url":null,"abstract":"<div><p>The paper proposes a theoretical design framework for playful assessment, emphasizing learner agency, engagement, and creativity. It argues that assessment should be a continuous, inclusive, transparent, and collaborative process, aligned with principles of equitable learning. The framework introduces “The Four Freedoms of Play” as heuristics for playful assessment, emphasizing aspects like the freedom to experiment, the freedom to fail, the freedom to try on identities, and the freedom of effort. These freedoms align with current educational research findings and the importance of learners' agency, identity safety, and sense of belonging. In summary, playful stances in assessment can expand what assessment is by creating flexible and creative assessment opportunities that center learners’ agency and identity, ultimately leading to an asset-based learning culture.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101971"},"PeriodicalIF":4.7,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science","authors":"Nathan McJames ,&nbsp;Andrew Parnell ,&nbsp;Ann O'Shea","doi":"10.1016/j.learninstruc.2024.101968","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101968","url":null,"abstract":"<div><h3>Background</h3><p>Despite its important role in education, significant gaps remain in the literature on homework. Notably, there is a dearth of understanding regarding how homework effects vary across different subjects, how student backgrounds may moderate its effectiveness, what the optimal amount and distribution of homework is, and how the causal impact of homework can be disentangled from other associations.</p></div><div><h3>Aims</h3><p>This study examines the different effects of homework frequency and duration on student achievement in both mathematics and science while adopting a causal inference probabilistic framework.</p></div><div><h3>Sample</h3><p>Our data consists of a nationally representative sample of 4118 Irish eighth grade students, collected as part of TIMSS 2019.</p></div><div><h3>Methods</h3><p>We employ an extension of a causal inference machine learning model called Bayesian Causal Forests that allows us to consider the effect of homework on achievement in mathematics and science simultaneously. By investigating the impacts of both homework frequency and duration, we discern the optimal frequency and duration for homework in both subjects. Additionally, we explore the potential moderating role of student socioeconomic backgrounds.</p></div><div><h3>Results</h3><p>Daily homework benefitted mathematics achievement the most, while three to four days per week was most effective for science. Short-duration assignments proved equally as effective as longer ones in both subjects. Notably, students from advantaged socioeconomic backgrounds did not gain more from homework.</p></div><div><h3>Conclusions</h3><p>These findings can guide policies aimed at enhancing student outcomes while promoting a balance between academic responsibilities and extracurricular activities.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101968"},"PeriodicalIF":4.7,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000951/pdfft?md5=f5f2371dc60043b1b3d78705d06facf4&pid=1-s2.0-S0959475224000951-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationality of play and playfulness in early childhood sustainability education","authors":"Jenni Vartiainen,&nbsp;Kati Sormunen,&nbsp;Jonna Kangas","doi":"10.1016/j.learninstruc.2024.101963","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101963","url":null,"abstract":"<div><h3>Background</h3><p>Early childhood education emphasizes learning by playing. Play is self-chosen and devoid of external motivation. However, the definition of play presents a paradox in play-based learning, because the institutional framework imposes external objectives onto play.</p></div><div><h3>Aims</h3><p>From a cultural-historical perspective, the study examines the relationality of play and playfulness in early childhood sustainability education. By employing sphere theory and the attributes of playfulness, the study addresses the question: How can playful aspects in sustainability education permeate into children's play?</p></div><div><h3>Sample</h3><p>Two teachers and 39 children.</p></div><div><h3>Methods</h3><p>The study employed the methodologies of ethnographic research. The data consisted of video recordings (6h 37min), observational notes, and children's artifacts.</p></div><div><h3>Results</h3><p>The study revealed two aspects that unfold the relationality of playfulness and play in educational settings. First, the elements of playful learning activity permeate the children's sphere of staging, and second, the elements of playful learning activity permeate into the children's sphere of imagination. Both aspects show that the playful learning activity serves as the sphere of reality, bringing new concepts and ideas to children's play.</p></div><div><h3>Conclusions</h3><p>The knowledge children acquire in the playful sustainability education activity served as a sphere of reality that fed the sphere of imagination. Playful learning can include parts of mature play, and thus, play is not operationalized to serve learning, but in play, children reproduce and transform new knowledge blending it with their culture. Therefore, play can exist and evolve in an educational setting while respecting the freedom and intrinsic motivation of play.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101963"},"PeriodicalIF":4.7,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000902/pdfft?md5=957f6f47f930fa0e91325855cd87b263&pid=1-s2.0-S0959475224000902-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How effective is feedback for L1, L2, and FL learners’ writing? A meta-analysis","authors":"Sina Scherer ,&nbsp;Steve Graham ,&nbsp;Vera Busse","doi":"10.1016/j.learninstruc.2024.101961","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101961","url":null,"abstract":"<div><h3>Background</h3><p>Feedback is important for writing improvement, but research suggests that not all learners benefit equally from feedback.</p></div><div><h3>Aims</h3><p>This meta-analysis examined if different feedback treatments given by different feedback agents are differentially effective for first (L1), second (L2), and foreign language (FL) learners at secondary schools and universities.</p></div><div><h3>Method</h3><p>Our meta-analysis included studies with an experimental or quasi-experimental design. We computed effect sizes for surface- and deep-level writing outcomes.</p></div><div><h3>Results</h3><p>Across 200 comparisons, surface-level feedback significantly improved surface-level outcomes (g = 0.58), with higher effects for FL (g = 0.69) than for L2 learners (g = 0.34). However, such feedback may have detrimental effects on FL deep-level outcomes (g = −0.23). In contrast, deep-level feedback demonstrated positive effects on deep-level outcomes (g = 0.80), with larger effects for L1 (g = 1.26) than for FL learners (g = 0.37; non-significant). Combined surface-and deep-level feedback positively affected both deep-level (g = 0.54) and surface-level outcomes (g = 0.36) for all learners.</p><p>Instructor feedback demonstrated overall moderate benefits for both outcomes showing greater impact on FL learners (g = 0.72) than on L2 learners (g = 0.35) for surface-level outcomes. Peer feedback showed medium to large effects for deep-level outcomes (FL learners: g = 0.76; L1 learners: g = 1.46). In contrast, algorithm-based feedback showed a non-significant medium effect on FL learners' surface-level outcomes (g = 0.53), and self-feedback showed a non-significant medium effect on FL learners’ deep-level outcomes (g = 0.55). Lastly, feedback proved effective for both university and secondary school students, thereby underscoring its crucial role in fostering writing.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101961"},"PeriodicalIF":4.7,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000884/pdfft?md5=949d784db9bbaa483d8562de446ac67a&pid=1-s2.0-S0959475224000884-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141486552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}