Using automated feedback to develop writing proficiency
Huang, Y., & Wilson, J. (2021). Using automated feedback to develop writing proficiency. Computers and Composition, 62, Article 102675. https://doi.org/10.1016/j.compcom.2021.102675
This study examined whether use of the automated writing evaluation system MI Write was associated with growth in writing quality among 431 students in grades 4-5. Using growth-curve and gain-score models, the authors found non-linear improvement across successive revisions, no evidence of unaided transfer to first-draft writing quality, and evidence of aided transfer in students' revision growth rates.
Key takeaways
- Automated feedback was associated with improvements in writing quality across repeated revisions.
- Growth in writing performance showed a non-linear, decelerating pattern over time.
- The study found no clear unaided transfer effect on first-draft writing scores.
- Aided transfer was observed in students' ability to improve revision growth rates.
- The findings support the potential value of automated writing evaluation tools for elementary writing instruction.
Why it matters
Provides empirical evidence on how automated feedback from an automated writing evaluation system can support writing development and revision processes in elementary-grade students over a school year.
Coauthors
Yue Huang, Joshua Wilson
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