A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing

Hughes, Melissa; Regan, Kelley; Evmenova, Anya S.

doi:10.1177/1053451219833026

Cited by 31 publications

(25 citation statements)

References 23 publications

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“…Another possible explanation for this finding is the positive effect of technology use on participants' writing quality. This explanation finds support in many studies (e.g., AbuSeileek & Abualsha'r, 2014;Hughes, Regan, & Evmenova, 2019;Shintani, 2016). As proposed by some educators, computers help to unblock flow of ideas as well as increase students' motivation to write (Abdul Aziz & Hoon, 2015;Taki & Fardafshari, 2012).…”

Section: Discussionmentioning

confidence: 85%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Discussionmentioning

confidence: 85%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…For example, to reduce difficulty in the initial stages of learning as appropriate to the learner's prior knowledge (principle #1), they suggest pre-testing to gain a sense of where to pitch content, pre-training, and segmenting (or, “chunking”) (Pollock et al, 2002 ; Mayer and Moreno, 2010 ; Delahay and Lovett, 2019 ). For support and scaffolding (principle #2), suggestions include structured templates, worked examples, prompting, and advance and graphic organizers (e.g., Renkl and Atkinson, 2010 ; Sweller, 2012 ; Berg and Wehby, 2013 ; Renkl, 2014 ; Hughes et al, 2019 ). For sufficient practice (principle #3), deliberate practice and mental rehearsal have been recommended (e.g., Ginns, 2005 ; Purdie and Ellis, 2005 ; Nandagopal and Ericsson, 2012 ; Sweller, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

et al. 2021

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To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool—the Load Reduction Instruction Scale-Short (LRIS-S)—to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened & Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized & Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement—with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.

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“…(2) fill in the table ; (3) copy text from the orange box; (4) paste text; and (5) self-evaluate. (Please see Hughes et al, 2019 for a complete description of the TBGO). First, students selected a goal from a drop down menu identifying how many reasons and elaborations they wanted to include in their paragraph.…”

Section: Independent Variablementioning

confidence: 99%

Technology-mediated writing: It’s not how much, but the thought that counts

Regan¹,

Evmenova

Hughes

et al. 2021

E-Learning and Digital Media

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Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

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A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing

Cited by 31 publications

References 23 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms

Technology-mediated writing: It’s not how much, but the thought that counts

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