Exploring Feedback and Regulation in Online Writing Classes with Keystroke Logging

• The importance of feedback in writing classes has long been recognised. However, most feedback centres on writing products (e.g., drafts, completed essays) with feedback on writing processes difficult to provide. This paper explores the potential of keystroke logging software (KSL) to provide process-oriented feedback with a secondary focus on increasing self-regulated writing capacity. Specifically, we designed a four-stage intervention using KSL to provide feedback for 34 undergraduates over a 16-week English as a foreign language online writing class. Students recorded themselves writing narrative, descriptive, expository, and opinion essays (~450 words each). Both groups were given feedback tasks designed to improve time management, revision, and source use, but Group B was given targeted and more concrete tasks (i.e., increasingly other-regulated). Results show significant improvements on first draft performance for Group B in text quality and words typed. There was no significant difference between groups on second draft scores. Moreover, both groups reported a significant increase in their use of peer learning strategies, whilst Group B reported significant increases in metacognitive strategies, particularly idea planning. Based on these findings and students’ perceptions on process-oriented feedback, we make a number of recommendations for future studies and lessons that seek to incorporate process-oriented feedback.

Subject headings

HUMANIORA  -- Språk och litteratur -- Jämförande språkvetenskap och allmän lingvistik (hsv//swe)

HUMANITIES  -- Languages and Literature -- General Language Studies and Linguistics (hsv//eng)

Publication and Content Type

ref (subject category)

art (subject category)