Grounding Collaborative Knowledge Building in Semantics-Based Critiquing

Mørch, Anders I.; Cheung, William K.; Wong, Kelvin C. K.; Liu, Jiming; Lee, Cynthia; Lam, Mason H.; Tang, Janti P.

doi:10.1007/11528043_24

Cited by 3 publications

(4 citation statements)

References 14 publications

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“…Early studies of EssayCritic (Mørch et al, 2005) showed its usefulness as a tool facilitating writing in English and supplementing teachers' feedback. However, a study in Hong Kong found no significant difference between the grades achieved by students who used EssayCritic and those who revised their texts themselves (Lee, et al, 2009).…”

Section: Facilitating the Writing Processmentioning

confidence: 99%

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What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Engeness

2018

Technology, Pedagogy and Education

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She has written about and her research interests include:  Technology and English Language Learning: The role of digital and other mediational tools in English language learning, educational technology; computer-supported collaborative learning (CSCL);  Assessment for Learning: development of writing skills in English, writing process, formative assessment, feedback  Learning and Development: Cultural-historical theory, agency of students and teachers, learning to learn approach AcknowledgementsThis study was funded by the Abstract The study provides an insight into how technology may affect teachers' facilitating of the writing process which was examined and compared when Norwegian Upper Secondary School students wrote essays about English as a Global Language through multiple drafts with feedback received from the computer-based essay critiquing system (EssayCritic) (target class) and from collaborating peers (comparison class). Quantitative and qualitative analyses of the teachers' assistance draw on Galperin's conceptualisation of learning. Findings reveal patterns in the teachers' guidance in both conditions and outline the differences arising from the use of EssayCritic: by interacting with EssayCritic the teacher assisted the learners in completing the specific task, although little attention was paid to the development of their assessment for learning (AfL) skills. However, in the comparison class the teacher paid attention to the development of students' AfL skills by emphasising the general approach to the analysis and the essential requirements of the essays. The study, therefore, raises questions about the need for practitioners' awareness of whether the technology supports the development of, for example, AfL skills required in English writing classes.

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Section: Facilitating the Writing Processmentioning

confidence: 99%

“…While digital technologies open up opportunities for enhancing the development of students' writing skills in English (Lee, 2007;Mørch et al, 2005), knowing how to facilitate students' learning with technology and promote AfL skills is a key challenge for teachers.…”

Section: Introductionmentioning

confidence: 99%

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Engeness

2018

Technology, Pedagogy and Education

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“…Early studies of EssayCritic (Mørch et al, 2005) showed that it is a useful tool to facilitate writing in English, as it supplements teachers' feedback. A study in Hong Kong found no significant difference between the grades achieved by students who used EssayCritic and those who revised their texts themselves (Lee, et al, 2009).…”

Section: Feedback In the Writing Processmentioning

confidence: 99%

“…Feedback has been employed in formative assessment to promote the development of students' writing skills (Black & Wiliam, 2009;Hattie, 1999) and AfL has been defined as a classroom practice that involves dialogue and feedback loops between teachers and peers during subject specific problem solving (Gamlem & Munthe, 2014). New digital technologies open up opportunities by providing automated feedback (Dikli, 2006;Kukich, 2000;Sireci & Rizavi, 2000) and specifically for enhancing the development of students' writing skills in English (Lee, 2007;Mørch et al, 2005;Winerip, 2012).…”

Section: Introductionmentioning

confidence: 99%

Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

Engeness¹,

Mørch²

2016

NJDL

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This paper presents a study of Norwegian Upper Secondary School students' writing process in English with: 1) feedback from an essay critiquing system (EssayCritic) (target class) and 2) feedback from collaborating peers (comparison class). The students in both classes significantly improved their grades. In the target class, the feedback from EssayCritic gave content-specific cues and the students included more ideas in their essays than the students in the comparison class who struggled when giving feedback to each other.

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Learning Across Sites

Ludvigsen¹,

Lund²,

Rasmussen³

et al. 2010

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Grounding Collaborative Knowledge Building in Semantics-Based Critiquing

Cited by 3 publications

References 14 publications

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

Learning Across Sites

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