Exploring feedback and regulation in online writing classes with keystroke logging

Bowen, Neil Evan Jon Anthony; Thomas, Nathan; Vandermeulen, Nina

doi:10.1016/j.compcom.2022.102692

Cited by 18 publications

(16 citation statements)

References 62 publications

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“…Their presentation provided additional evidence for the need to further investigate strategies as they are used in real time, with a focus on learners' reason(s) for choosing/combining certain strategies as well as the extent to which they are aware of whether their strategizing is effective. We see similar promise for the field with other micro-level, process-oriented methods that can be combined with verbal reports such as keystroke logging (Bowen et al, 2022) and eye-tracking (Révész et al, 2021).…”

Section: What Do We Mean By the Third Wind?mentioning

confidence: 67%

The third wind of language learning strategies research

et al. 2022

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Section: What Do We Mean By the Third Wind?mentioning

confidence: 67%

The third wind of language learning strategies research

et al. 2022

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“…The use of think-aloud protocols provided a deep understanding of students’ actual use of metacognitive strategies when engaging in writing tasks; however, due to the practicability and feasibility, we only examined the changes of two participants from the invention group. It is suggested that future studies employ some technology-based tools such as Keystroke Logging System (KLS) to track students’ writing and revision during the writing process ( Bowen et al, 2022 ), with more participants involved to afford more robust findings about writers’ metacognitive regulation. Finally, our study only investigated students’ use of metacognitive strategies in the argumentative writing genre.…”

Section: Discussionmentioning

confidence: 99%

Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach

Huang

Zhang²

2022

Front. Psychol.

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This paper reports on an empirical study that examined changes in L2 writers’ perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with an experimental group (n = 40) taught by the process-genre writing approach and a comparison group (n = 32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students’ changes in their conceptualized metacognitive strategies. Think-aloud protocols were conducted to gain an in-depth understanding of students’ application of metacognitive strategies and genre knowledge in performing writing tasks. Findings revealed that the process-genre instruction had a significantly positive impact on the “considering the audience” factor, and students’ conception of the audience was clearer and more diversified. An in-depth analysis of the think-aloud protocols showed that the participants incorporated the acquired metacognitive strategies and genre knowledge in completing writing tasks, with more pre-task planning time focused on both global and local aspects. Students’ metacognitive monitoring also shifted from surface-level lexical and grammar regulation to discourse-level text control.

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“…One student stated, "I will respond mostly in Cantonese when I need to clarify what the teacher said in English". Essentially, translanguaging helps students position themselves as coregulatory agents in collaborative activities, enabling them to interact more easily and effectively with their peers and teachers in real-time activities (see [62]). Moreover, like their teachers, the acceptance of translanguaging as part of the learning process positions students as resisting the blanket use of English in EMI lessons and once more prioritises the learning of content over language.…”

Section: Translanguaging As An Enabler Of Science-teaching Activitiesmentioning

confidence: 99%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

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Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.

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Exploring feedback and regulation in online writing classes with keystroke logging

Cited by 18 publications

References 62 publications

The third wind of language learning strategies research

The third wind of language learning strategies research

Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

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