Automated writing instruction and feedback: Instructional mode, attitudes, and revising

Rod D. Roscoe; Laura K. Allen; Adam C. Johnson; Danielle S. McNamara

doi:10.1177/1541931218621471

Automated writing instruction and feedback: Instructional mode, attitudes, and revising

Rod D. Roscoe, Laura K. Allen, Adam C. Johnson, Danielle S. McNamara

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

19 Scopus citations

Abstract

This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable. Immediate perceptions of feedback received on a selected essay were minimally related to how and whether students revised their essays. However, attitudes formed over multiple sessions were significantly related to revising. More importantly, the mode of instruction appeared to influence how feedback perceptions shaped revising behaviors. Students who engaged in traditional writingbased training and practice seemed to focus on their own perceived writing abilities when deciding how to revise. In contrast, students who also received strategy instruction and game-based practice attended more carefully to the perceived quality of the automated feedback.

Original language	English (US)
Title of host publication	62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
Publisher	Human Factors and Ergonomics Society Inc.
Pages	2089-2093
Number of pages	5
ISBN (Electronic)	9781510889538
DOIs	https://doi.org/10.1177/1541931218621471
State	Published - 2018
Externally published	Yes
Event	62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018 - Philadelphia, United States Duration: Oct 1 2018 → Oct 5 2018

Publication series

Name	Proceedings of the Human Factors and Ergonomics Society
Volume	3
ISSN (Print)	1071-1813

Conference

Conference	62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
Country/Territory	United States
City	Philadelphia
Period	10/1/18 → 10/5/18

Bibliographical note

Funding Information:
This research was supported by the Institute of Education Sciences, US Department of Education, through Grant R305A120707. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the IES.

Publisher Copyright:
© 2018 by Human Factors and Ergonomics Society (HFES). All rights reserved.

Keywords

Automated writing evaluation
User experience
User perceptions
Writing instruction

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Publisher link

10.1177/1541931218621471

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Cite this

Roscoe, R. D., Allen, L. K., Johnson, A. C., & McNamara, D. S. (2018). Automated writing instruction and feedback: Instructional mode, attitudes, and revising. In 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018 (pp. 2089-2093). (Proceedings of the Human Factors and Ergonomics Society; Vol. 3). Human Factors and Ergonomics Society Inc.. https://doi.org/10.1177/1541931218621471

Automated writing instruction and feedback: Instructional mode, attitudes, and revising. / Roscoe, Rod D.; Allen, Laura K.; Johnson, Adam C. et al.
62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018. Human Factors and Ergonomics Society Inc., 2018. p. 2089-2093 (Proceedings of the Human Factors and Ergonomics Society; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Roscoe, RD, Allen, LK, Johnson, AC & McNamara, DS 2018, Automated writing instruction and feedback: Instructional mode, attitudes, and revising. in 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018. Proceedings of the Human Factors and Ergonomics Society, vol. 3, Human Factors and Ergonomics Society Inc., pp. 2089-2093, 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018, Philadelphia, United States, 10/1/18. https://doi.org/10.1177/1541931218621471

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abstract = "This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable. Immediate perceptions of feedback received on a selected essay were minimally related to how and whether students revised their essays. However, attitudes formed over multiple sessions were significantly related to revising. More importantly, the mode of instruction appeared to influence how feedback perceptions shaped revising behaviors. Students who engaged in traditional writingbased training and practice seemed to focus on their own perceived writing abilities when deciding how to revise. In contrast, students who also received strategy instruction and game-based practice attended more carefully to the perceived quality of the automated feedback.",

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N1 - Funding Information: This research was supported by the Institute of Education Sciences, US Department of Education, through Grant R305A120707. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the IES. Publisher Copyright: © 2018 by Human Factors and Ergonomics Society (HFES). All rights reserved.

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AB - This study evaluates high school students' perceptions of automated writing feedback, and the influence of these perceptions on revising, as a function of varying modes of computer-based writing instruction. Findings indicate that students' perceptions of automated feedback accuracy, ease of use, relevance, and understandability were favorable. Immediate perceptions of feedback received on a selected essay were minimally related to how and whether students revised their essays. However, attitudes formed over multiple sessions were significantly related to revising. More importantly, the mode of instruction appeared to influence how feedback perceptions shaped revising behaviors. Students who engaged in traditional writingbased training and practice seemed to focus on their own perceived writing abilities when deciding how to revise. In contrast, students who also received strategy instruction and game-based practice attended more carefully to the perceived quality of the automated feedback.

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Automated writing instruction and feedback: Instructional mode, attitudes, and revising

Abstract

Publication series

Conference

Bibliographical note

Keywords

UN SDGs

Publisher link

Find It

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