Pausing During Writing: Evidence of Metacognitive Monitoring and Control? (Poster 31)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

U.S. universities commonly require first-year students to complete writing courses as part of completing their degrees, with the goal being that students will be able to develop and practice writing in schooling that will successfully transfer to their future careers. Research demonstrated that keystroke-logging analysis can be successfully used as part of writing instruction. Therefore, our study sought to examine how keystroke analysis may inform students’ observed and self-reported use of self-regulated writing strategies. Our results yielded interesting findings that we argue demonstrate that different pause lengths do appear to be indicative of different cognitive and metacognitive self-regulatory behaviors. Overall, this study has implications for how classroom instructors can foster metacognitive awareness of their students’ writing.

Authors

• Michelle Taub, University of Central Florida

• Joel Schneier, University of Central Florida

• Sierra Outerbridge, University of Central Florida

• LaVonda R. Walker, University of Central Florida

• Lindsey Olivera, University of Central Florida

• Allison Macey Banzon, University of Central Florida

• Marissa Salas, University of Central Florida