Developing Writing Proficiency Through Goal-Setting and Automated Feedback (Poster 17)

• In Event: AERA Poster Session 8
  In Poster Session: Division C Section 1A Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego)

Abstract

This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology. Students in Grades 5–8 (N = 57) 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 called MI Write. Results indicated that students improved their writing self-regulation, self-efficacy for writing self-regulation, and writing performance. Moreover, students perceived the intervention to be usable, useful, and desirable. Overall, results indicate the promise of the intervention for improving students’ writing self-regulation, self-efficacy, and performance.

Authors

• Joshua Wilson, University of Delaware

• Andrew Potter, Arizona State University

• Tania Cruz Cordero, University of Delaware

• Matthew Myers, University of Delaware