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Peer reviewed
Direct linkSalomé Cojean; Manon Grand – British Journal of Educational Psychology, 2024
Background: Taking notes during learning has benefits both during class (through writing things down to encode information) and after class (by using written notes as external storage for revision). Comparisons of note-taking methods (i.e., using paper or a computer) have mainly shown that paper leads to better learning. However, previous studies…
Descriptors: Notetaking, College Students, Preferences, Writing Strategies
Fiona Richards; Nigel Harwood – International Journal for Educational Integrity, 2024
This article presents a research-based stakeholder tool informed by a study of the various types of changes proofreaders may make when proofreading a student text. Whilst the tool can be used to advise higher education students, (non-)professional proofreaders/editors, English for Academic Purposes (EAP) lecturers, writing centre tutors, and…
Descriptors: Proofreading, Writing Evaluation, Revision (Written Composition), English for Academic Purposes
Flanigan, Abraham E.; Kiewra, Kenneth A.; Lu, Junrong; Dzhuraev, Dzhovid – Instructional Science: An International Journal of the Learning Sciences, 2023
Many college students believe that typing lecture notes on computers produces better notes and higher achievement than handwritten lecture notes on paper. The few studies investigating computer versus longhand note taking yielded mixed note-taking and achievement findings. The present study investigated computer versus longhand note taking but…
Descriptors: Computer Uses in Education, Notetaking, Revision (Written Composition), College Students
Lipnevich, Anastasiya A.; Eßer, Felix J.; Park, Mi Jin; Winstone, Naomi – Assessment in Education: Principles, Policy & Practice, 2023
Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an…
Descriptors: Positive Reinforcement, Bias, Feedback (Response), Student Motivation
Hardin Marshall, Laura – ProQuest LLC, 2023
Responding to student writers and their work is a staple of composition instruction, and there are numerous guides that offer educators advice on response strategies. However, such guides are often based on untested theories or assumptions about the effectiveness of those strategies, with little data-driven evidence of whether they work as hoped…
Descriptors: College Students, Writing (Composition), Revision (Written Composition), College Faculty
Nafiseh Taghizadeh Kerman; Omid Noroozi; Seyyed Kazem Banihashem; Morteza Karami; Harm J. A. Biemans – Interactive Learning Environments, 2024
In peer feedback literature, little is known about the patterns of success for peer feedback activities in online learning environments. This study aims to explore the peer feedback patterns of successful, less successful, and unsuccessful higher education students for argumentative essay writing. In this exploratory study, 330 higher education…
Descriptors: Electronic Learning, Peer Evaluation, Feedback (Response), Success
Download full textRanjbaran, Fatemeh; Babaee, Maryam; Parvaneh Akhteh Khaneh, Marzieh; Gohari, Mehrnaz; Daneshvar Ghorbani, Babak; Taghizadeh Kerman, Nafiseh; Banihashem, Seyyed Kazem; Noroozi, Omid – International Journal of Technology in Education, 2023
Performing complex tasks such as writing an argumentative essay and providing high-quality argumentative peer feedback are challenging for higher education students. This study aims to explore whether and how students' argumentation performance during peer feedback activities and essay writing is related to their culture and gender. In this…
Descriptors: Persuasive Discourse, Online Courses, Feedback (Response), Peer Evaluation
Jing Yan; Yu Zhu; Xinrong Ye – SAGE Open, 2024
Research on how peer feedback affects second language (L2) writing in higher education has been limited. This study examines the impact of peer feedback on revision and literature review writing in learners of Chinese as an L2 at a university in mainland China. The study analyzed feedback, revisions, and writing performance of 30 students. The…
Descriptors: Peer Evaluation, Feedback (Response), Writing Evaluation, Literature Reviews
Vince Mitchell; Erica Borgstrom; Sam Murphy; Charlene Campbell; Sandy Sieminski; Sandy Fraser – Assessment & Evaluation in Higher Education, 2024
This study explores the experiences of five distance learners at a UK university who needed support to resubmit their final assignment following a fail result. Having received written feedback on the submission, we asked how this could be best delivered to inform and motivate a successful resubmission. Written feedback alone was found to be…
Descriptors: Distance Education, Foreign Countries, Academic Failure, Assignments
Taichi Yamashita – Computer Assisted Language Learning, 2024
The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study…
Descriptors: Synchronous Communication, Feedback (Response), Student Evaluation, Written Language
Conijn, Rianne; Speltz, Emily Dux; Zaanen, Menno van; Waes, Luuk Van; Chukharev-Hudilainen, Evgeny – Written Communication, 2022
The study of revision has been a topic of interest in writing research over the past decades. Numerous studies have, for instance, shown that learning-to-revise is one of the key competences in writing development. Moreover, several models of revision have been developed, and a variety of taxonomies have been used to measure revision in empirical…
Descriptors: Writing (Composition), Revision (Written Composition), Writing Evaluation, Evaluation Methods
Lizzie Hutton; Kate Francis; Danielle Hart; Anita Long; Brenda Tyrrell – Writing Center Journal, 2023
Especially in the wake of the recent pandemic, asynchronous consulting has become increasingly central to writing center work. Yet writing center scholarship has little attended to the significant impact writer input can have on asynchronous writer-consultant exchanges. Drawing on asynchronous consultation data collected before and after our 2019…
Descriptors: College Students, Writing (Composition), Writing Evaluation, Laboratories
Dunlop, Lynda; Rushton, Elizabeth A. C.; Atkinson, Lucy; Blake, Celena; Calvert, Saul; Cornelissen, Eef; Dècle, Clémentine C. M.; DeSchrijver, Jelle; Dhassi, Kirndeep K.; Edwards, Rosalind P. R.; Malaj, Greta; Mirjanic, Jovana; Saunders, William E.H.; Sinkovec, Yara; Stadnyk, Tetiana; Štofan, Jaroslav; Stubbs, Joshua E.; Su, Chrissy; Turkenburg-van Diepen, Maria; Vellekoop, Suzan; Veneu, Fernanda; Yuan, Xinyue – Journal of Geography in Higher Education, 2023
Drawing on insights from a four-day online workshop, which explored geo-engineering and policy making with 13 youth participants, an academic and youth authorial team provide a guide to the co-creation of policy briefs. Drawing on excerpts from the policy brief at different stages of development and commentary provided by the authors during the…
Descriptors: Policy Formation, Geography Instruction, Higher Education, College Students
Endley, Martin J.; Karim, Khaled – Language Teaching Research Quarterly, 2022
This study investigated the effect of: (1) direct written corrective feedback (WCF); and (2) opportunities for revision on the development of second language learners' explicit and implicit L2 knowledge in an EFL setting. Twenty-six intermediate-level university students were randomly divided into three groups: two treatment groups (direct…
Descriptors: English (Second Language), Second Language Instruction, Feedback (Response), Writing (Composition)
Suzanne Woods-Groves; Margaret M. Flores; Betty Patten; Kinga Balint-Langel; Charles A. Hughes; Taehoon Choi – Journal of Inclusive Postsecondary Education, 2024
The authors of this study examined a virtually delivered multimedia expository writing strategy via a single case multiple-baseline across participants design with three college students enrolled in a postsecondary program for students with intellectual and developmental disabilities. Participants responded to expository essay prompts at the…
Descriptors: Electronic Learning, Multimedia Materials, Essays, Writing (Composition)
