A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

Abstract

Previous studies have shown the effectiveness of ICT-based writing instructional practices, but they do not show an in-depth analysis of their instructional elements, which could be key to explaining such effectiveness. This study aims to analyze the instructional design of effective ICT-based writing practices according to content and instructional dimensions. An empirical review was performed following the PRISMA statement guidelines with a sample of 22 studies. For the content dimension, learning objectives were coded in terms of target focus, subject-specific knowledge, and learning outcomes. For the instructional dimension, types of learning and instructional activities were coded, identifying their specific elements. Results showed that learning objectives were mostly focused on practice/internalization of high-level processes. Regarding learning activities, ICT was mainly used in practicing/applying, structuring, and observing/noting activities. Regarding instructional activities, application and demonstration principles appeared most frequently in the interventions, with application activities being most frequently performed by ICTs. Product-focused and corrective types of feedback, as well as static and procedural scaffolding types, were the most frequently performed using ICT. In conclusion, this study provides useful information on what writing activities can be performed using ICT and provide the basis for future studies analyzing to what extent these activities contribute to program effectiveness.