Students must be able to produce legible and fluent text when completing classwork and for exam purposes. Some students, however, present with handwriting difficulties in secondary school. When these are significant, intervention may be necessary or alternatives to handwriting may be offered (e.g. use of a word processor). Little is known about…

In Temasek Polytechnic, Singapore, several AI chatbots acting as digital teaching assistants were trialed between July 2021 and August 2022. As these were developed for different purposes, it is important to learn if these AI chatbots help achieve the desired learning outcomes. This paper focuses on lessons learnt from three chatbots designed for…

This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information on several writing process aspects. Participants compared their writing process to exemplar processes of equally scoring (position-setting condition) or…

Electronic feedback given via word-processing software (e.g., track changes in Microsoft Word) allows for a simple way to provide feedback to students during the drafting process. Research has mostly focused on student attitudes toward electronic feedback, with little investigation of how feedback format might affect the quality of instructor…

The authors in this study used a pre-posttest experimental design with random assignment to treatment or control group to assess the use of an electronic editing cognitive strategy. The participants were 16 college students with intellectual and developmental disabilities enrolled in a 2-year postsecondary program at a Midwestern institute of…

This study investigated the effect of computer-mediated corrective feedback types in an English as a foreign language (EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer-mediated corrective feedback while writing (track changes, word…

Google Docs, an online word processing application, is a promising tool for collaborative learning. However, many college instructors and students lack knowledge to effectively use Google Docs to enhance teaching and learning. Goals of this study include (1) assessing the effectiveness of using Google Docs in an out-of-class collaborative writing…

During this decade there have been numerous efforts to identify instructional practices that improve students' writing. These include "Reading Next" (Biancarosa and Snow, 2004), which provided a set of instructional recommendations for improving writing, and "Writing Next" (Graham and Perin, 2007) and "Writing to Read" (Graham and Hebert, 2010),…

This article presents student and faculty ratings of electronic editing (EE) functions (i.e., track changes, insert comments, highlighting) as used for "e-feedback" on written assignments. Students reported increased convenience, clarity of expectations, amount of feedback, and writing ability as well as substantial improvement in EE skills…

Behaviour modelling has been associated with higher learning outcomes compared to other training approaches. These cumulative research findings create imperative to examine underlying causal mechanisms or contingency factors that may promote behaviour modelling's advantages even further. We propose group-based learning as one contingency factor…

The paper reviews the advantages and disadvantages of using word processing programs with learning disabled students, describes some available programs, delineates criteria for selection of word processing programs, and considers expanded uses of word processing with this population. Advantages of word processing programs for learning disabled…

Argues that Marcia Peoples Halio's "Student Writing: Can the Machine Maim the Message?" (which argues that students using IBM computers wrote better than those using Macintosh computers) is seriously flawed by methodological and interpretive errors. Explains the problems of Halio's article. Notes that the present article grew out of a…

Argues that Marcia Peoples Halio's "Student Writing: Can the Machine Maim the Message?" (which argues that students using IBM computers wrote better than those using Macintosh computers) is flawed by poor experimental design and is filled with questionable logic and evidence. Contends that she overlooks many specific features that make…

Presents a detailed critique of Marcia Peoples Halio's article "Student Writing: Can the Machine Maim the Message?" (which argues that students using IBM computers wrote better than those using Macintosh computers). Rejects the "Macintosh versus IBM" contention. Explores ways technology influences education and the growing…

Responds to criticisms of "Student Writing: Can the Machine Maim the Message?." Argues that cognitive psychologists, human computer interaction specialists, and teachers have provided "heavy support." Supports the use of "Writer's Workbench," the writing topic selection, self-selection, teaching methods, computer…