Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study

ABSTRACT

Purpose

This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students’ writing outcomes.

Methods

We employed a single-group pretest-posttest design. All students in Grades 5–8 (N = 56) from one urban, all female, public-charter middle school completed pretest and posttest measures of writing beliefs and writing performance. In between pretest and posttest, students completed monthly goal-setting activities via a Qualtrics survey and monthly persuasive writing practice via prompts completed within an AWE system.

Findings

Students improved their self-regulation as indicated by improved goal calibration and confidence to achieve their goals over time. They also improved their self-efficacy for writing self-regulation and writing performance between pre and posttest. Students also perceived the intervention to be usable, useful, and desirable.

Originality

This is a unique study because we integrated AWE and goal-setting instruction, which has not previously been done. Positive findings indicate the promise of this innovative, feasible, and scalable technology-based writing intervention.

KEYWORDS:

• Automated writing evaluation
• automated feedback
• writing technology
• goal setting
• self-regulation
• educational technology implementation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Joshua Wilson

Joshua Wilson, Ph.D., School of Education, University of Delaware; Andrew Potter, M.S., School of Education, University of Delaware; Tania Cruz Cordero, M.S., School of Education, University of Delaware; Matthew C. Myers, M.Ed., School of Education, University of Delaware.