Johanna Fleckenstein
Biographic Data
| ID | 3655724 |
|---|---|
| NAME | Johanna Fleckenstein |
| GIVEN NAMES | Johanna |
| FAMILY NAME | Fleckenstein |
| SIGNATURE | FLECKENSTEIN J |
| AFFILIATIONS | University of Hildesheim |
| ORCID | 0000-0003-4488-1455 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
LLM feedback for academic writing
Writing and revising academic texts is a demanding task that benefits significantly from feedback provided by teachers or peers. However, providing elaborated formative feedback on students’ academic writing is time-intensive and therefore hard to implement in educational practice. As a supplementary resource, large language models (LLMs) offer the potential to support the writing process by generating automated feedback to help students enhance …
Understanding individual differences in students’ responses to technology-based feedback on a writing task
Computer-based feedback interventions are generally effective—but not for all students. Students’ achievement motives (hopes for success, fear of failure) might explain how students respond to feedback in interplay with initial task performance. In a sample of 949 secondary school students in Germany (Grades 7–9) we found that when the task criterion was initially not met, higher hopes for success were positively associated with students’ subsequ…
Measuring task-level behavioral learning engagement during text revision
Testing teacher judgments comprehensively
On the role of engagement in automated feedback effectiveness
Feedback research increasingly focuses on the role of learners’ engagement in the feedback process. Process measures from technology-based learning environments that reflect writing behavior can provide new insights into the mechanisms underlying feedback effectiveness by making engagement visible. Previous research has shown that log data and similarity measures mediate the effects of automated feedback on learners’ revision performance. In the …
(De)motivating Zero‐Performing Students With Negative Feedback
Data extraction by generative artificial intelligence
Psychological science requires reliable measures. Within systematic literature reviews, reliability hinges on high interrater agreement during data extraction. Yet, the extraction process has been time-consuming. Efforts to accelerate the process using technology have shown limited success until generative artificial intelligence (genAI), particularly large language models (LLMs), accurately extracted variables from medical studies. Nonetheless, …
Language quality, content, structure
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
Understanding the effectiveness of automated feedback
In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback vs. no feedback) of English-as-a-foreign…
Two-way immersion promotes additional language learning
Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language according to two-way immersion (TWI). It is unclear how this bilingual instruction affects the acquisit…
A closer look at the domain‐specific associations of openness with language achievement
BACKGROUND: Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five-factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain-specific relationships of opennes…
Judgment accuracy of German student texts
English writing skills of students in upper secondary education
The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School
Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early‐start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large‐scale study, we aimed to close some of these gaps. We examined the effects of early‐start English on receptive language proficiency in a random sample of 19,858 stud…
Same Same, but Different? Relations between Facets of Conscientiousness and Grit
The constructs grit and conscientiousness are closely connected. However, this relationship has not been analysed while accounting for the complex structure of conscientiousness and the multifaceted conception of grit (perseverance of effort; consistency of interest). In this study, we analysed the connection while considering the hierarchical structure of conscientiousness, differentiating between a superordinate factor, a first–level common fac…
Same Same, but Different? Relations between Facets of Conscientiousness and Grit
The constructs grit and conscientiousness are closely connected. However, this relationship has not been analysed while accounting for the complex structure of conscientiousness and the multifaceted conception of grit (perseverance of effort; consistency of interest). In this study, we analysed the connection while considering the hierarchical structure of conscientiousness, differentiating between a superordinate factor, a first–level common fac…
English writing skills of students in upper secondary education
The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School
Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early‐start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large‐scale study, we aimed to close some of these gaps. We examined the effects of early‐start English on receptive language proficiency in a random sample of 19,858 stud…
Judgment accuracy of German student texts
A closer look at the domain‐specific associations of openness with language achievement
BACKGROUND: Many empirical investigations focus on how personality traits and academic motivation are related to academic achievement. Regarding the personality traits described in the five-factor model, prior research has shown associations between openness to experience and language achievement in particular. Following the principle of trait activation, associations with intrinsic value can explain these domain-specific relationships of opennes…
Language quality, content, structure
Argumentative writing in English as a foreign language (EFL) is an important skill in upper secondary education in Germany and Switzerland. This article provides insights into students’ EFL writing skills in the aspects of language quality, content, and structure (N = 2314 TOEFL argumentative essays from two time-points, beginning and end of Year 11). These essays were analyzed by trained human raters using analytic assessment rubrics for each as…
Understanding the effectiveness of automated feedback
In the last couple of years, feedback research has shifted towards a feedback-as-process approach, taking a learner-centered perspective and focusing on the proactive role of the learner in feedback effectiveness. Process measures can provide new insights into the role of the learner by making learners’ actual behavioral engagement visible. We conducted an experimental study, comparing two groups (feedback vs. no feedback) of English-as-a-foreign…
Two-way immersion promotes additional language learning
Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language according to two-way immersion (TWI). It is unclear how this bilingual instruction affects the acquisit…
On the role of engagement in automated feedback effectiveness
Feedback research increasingly focuses on the role of learners’ engagement in the feedback process. Process measures from technology-based learning environments that reflect writing behavior can provide new insights into the mechanisms underlying feedback effectiveness by making engagement visible. Previous research has shown that log data and similarity measures mediate the effects of automated feedback on learners’ revision performance. In the …
(De)motivating Zero‐Performing Students With Negative Feedback
Data extraction by generative artificial intelligence
Psychological science requires reliable measures. Within systematic literature reviews, reliability hinges on high interrater agreement during data extraction. Yet, the extraction process has been time-consuming. Efforts to accelerate the process using technology have shown limited success until generative artificial intelligence (genAI), particularly large language models (LLMs), accurately extracted variables from medical studies. Nonetheless, …
LLM feedback for academic writing
Writing and revising academic texts is a demanding task that benefits significantly from feedback provided by teachers or peers. However, providing elaborated formative feedback on students’ academic writing is time-intensive and therefore hard to implement in educational practice. As a supplementary resource, large language models (LLMs) offer the potential to support the writing process by generating automated feedback to help students enhance …
Understanding individual differences in students’ responses to technology-based feedback on a writing task
Computer-based feedback interventions are generally effective—but not for all students. Students’ achievement motives (hopes for success, fear of failure) might explain how students respond to feedback in interplay with initial task performance. In a sample of 949 secondary school students in Germany (Grades 7–9) we found that when the task criterion was initially not met, higher hopes for success were positively associated with students’ subsequ…
Measuring task-level behavioral learning engagement during text revision
Testing teacher judgments comprehensively
Psychology (10 works) · Mathematics education (7 works) · Computer Science (6 works) · Linguistics (5 works) · Educational Strategies and Epistemologies (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Developmental psychology (3 works) · EFL/ESL Teaching and Learning (3 works)