Enhancing Writing-Related Metacognitions Through a Computerized Writing Partner
Bibliographic Data
| ID | 8220902 |
|---|---|
| Authors | Michal Zellermayer (Tel Aviv University, corresponding author), Gavriel Salomon (University of Arizona), Tamar Globerson (Tel Aviv University), Hanna Givon (Kibbutz Ma’abarat Regional High School) |
| Year | 1991 |
| Volume | 28 |
| Issue | 2 |
| Pages | 373 |
| Publication date | 1991-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.2307/1162945 |
| OpenAlex | W4238215659 |
| Language | EN |
| Citations received | 9 |
| References cited | 13 |
The main purpose of this study was to test the general hypothesis that ongoing computerized procedural facilitation with strategies and writing-related metacognitions during writing improves learners’ writing while being helped, as well as leaves a cognitive residue in the form of subsequently improved writing, once that help is removed. Three groups of 20 ninth to eleventh graders participated in the study. One group wrote five essays while being guided by unsolicited continuous metacognitive-like guides presented by a specially designed computer tool (the Writing Partner); a second group received the same guidance but only upon the writer’s voluntary solicitation; and the third group received no guidance and wrote with only a word processor (control group). The study’s main hypothesis was confirmed with respect to the unsolicited-guidance group which wrote better training essays, showed evidence of having internalized the explicitly provided guidance, and demonstrated significant subsequent improvement in writing when no computerized tool was available anymore. The solicited-guidance group and the control group showed virtually no improvement, and unlike in the unsolicited-guidance group, initially poorer writers continued to lag behind initially better writers
Cognition · Control (management · Eleventh · Facilitation · Mathematics education · Metacognition · Ninth · Pedagogy · Test (biology · Treatment and control groups · Artificial Intelligence · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Social Psychology · Writing and Handwriting Education
Feedback and Self-Regulated Learning
A practice-based evaluation of an on-line writing evaluation system
Mutual Contributions of Individuals, Partners, and Institutions
Partners in Cognition
Révision et co-révision de texte à distance. Vers de nouvelles perspectives pour la recherche et la didactique de la production de texte en contexte plurilingue
Beyond Constructivism
Transcending the Qualitative-Quantitative Debate
Current Self-Regulation Views of Learning and Motivation Viewed Through a Deweyan Lens
Technology's promises and dangers in a psychological and educational context
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,26 |
| Citation span | 1991 - 2008 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |