The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills
Bibliographic Data
| ID | 21499461 |
|---|---|
| Authors | Veronika Barkela (0000-0002-9704-1153, Department of Child and Adolescent Education RPTU Kaiserslautern‐Landau Landau Germany, corresponding author), Miriam Leuchter (0000-0002-7962-6561, Department of Child and Adolescent Education RPTU Kaiserslautern‐Landau Landau Germany) |
| Year | 2026 |
| Volume | 42 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer Assisted Learning (JOURNAL) |
| Journal identifiers | ISSN: 0266-4909 • E-ISSN: 1365-2729 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jcal.70193 |
| OpenAlex | W7126273257 |
| Language | EN |
| References cited | 73 |
Cognition · Computer-Assisted Instruction · Formative assessment · Instructional design · Reciprocal · Teaching method · Educational Strategies and Epistemologies · Student Assessment and Feedback · Visual and Cognitive Learning Processes
Applied Longitudinal Data Analysis
Modeling and Remodeling Writing
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Engaging with automated writing evaluation (AWE) feedback on L2 writing
The Multidimensional Knowledge in Text Comprehension framework
Effects of self-assessment on self-regulated learning and self-efficacy
Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement
Student engagement with teacher and automated feedback on L2 writing
Improving Students’ Learning With Effective Learning Techniques
Classroom assessment and pedagogy
Generative Processes of Comprehension
Digital support for academic writing
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Fostering student engagement with feedback
Focus on Formative Feedback
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing
A review of automated feedback systems for learners
Unveiling Patterns of Interaction With Automated Feedback in Writing Mentor and Their Relationships With Use Goals and Writing Outcomes
Improving summary writing through formative feedback in a technology‐enhanced learning environment
The power of internal feedback
The effects of strategy instruction on writing strategy use for students of different proficiency levels
Summarizing as a Strategy for Science Text Comprehension
The Power of Feedback
Formative assessment and self-regulated learning
| Highly cited | No |
|---|