Writing Aides

This category includes articles that examined the use of writing tools (e.g., word prediction software and smart pens) to enhance learning and improve student outcomes.

Use of peer feedback to enhance elementary students' writing through blogging

Jul 1, 2013, 15:55 PM
Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42(1), E1-E4.

Characteristics

  • 33 Chinese 5th grade students participated in the study.
  • All students were required to have prerequisite knowledge of how to navigate the Internet, the ability to type on a computer, and the skills to write a descriptive essay.
  • This study sought to examine the utility of using peer feedback via an online blog called uSchool to enhance the writing of students.

Setting

  • The study was conducted at the students’ primary school in China.

Method

  • This study compared the pre-blogging and post-blogging essays of the students.
  • During week 1, students familiarized themselves with the blog and created accounts to use for the remainder of the study.
  • During weeks 2-5, students practiced writing short paragraphs.
  • In weeks 6-9, students combined their previous writing assignments to create a short essay.
  • During weeks 10-14, students wrote their pre-test essay on the blog.
  • At this time, students were also required to review the work of other students on the blog.
  • During week 15, students wrote their post-test essays.
  • After completing the post-test essay, 6 students were randomly selected to participate in post-treatment interviews.

Results

  • Three experts rated the quality of students’ essays.
  • Students performed significantly better on the post-test essay than the pre-test essay, which suggests that the peer feedback on the blog was helpful in improving students’ writing skills.
  • Student feedback provided on the blog included: comments on writing style and topics, comments on organization, comments on word choice, and comments on spelling, formatting, and punctuation.
  • An analysis of student interviews revealed that students: enjoyed blogging, felt that it was a more efficient way to edit than on paper, liked the convenience of being able to easily access information via the blog’s search engine, and enjoyed being able to offer feedback and comments anonymously.
  • In general, the findings of this study suggest that there may be many advantages to using a blog forum as a writing feedback and editing tool.
Categories:
  • Writing
Tags:

Computer Assisted Instruction

Use of peer feedback to enhance elementary students' writing through blogging

Jul 1, 2013, 15:55 PM
Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students’ writing through blogging. British Journal of Educational Technology, 42(1), E1-E4.

Characteristics

  • 33 Chinese 5th grade students participated in the study.
  • All students were required to have prerequisite knowledge of how to navigate the Internet, the ability to type on a computer, and the skills to write a descriptive essay.
  • This study sought to examine the utility of using peer feedback via an online blog called uSchool to enhance the writing of students.

Setting

  • The study was conducted at the students’ primary school in China.

Method

  • This study compared the pre-blogging and post-blogging essays of the students.
  • During week 1, students familiarized themselves with the blog and created accounts to use for the remainder of the study.
  • During weeks 2-5, students practiced writing short paragraphs.
  • In weeks 6-9, students combined their previous writing assignments to create a short essay.
  • During weeks 10-14, students wrote their pre-test essay on the blog.
  • At this time, students were also required to review the work of other students on the blog.
  • During week 15, students wrote their post-test essays.
  • After completing the post-test essay, 6 students were randomly selected to participate in post-treatment interviews.

Results

  • Three experts rated the quality of students’ essays.
  • Students performed significantly better on the post-test essay than the pre-test essay, which suggests that the peer feedback on the blog was helpful in improving students’ writing skills.
  • Student feedback provided on the blog included: comments on writing style and topics, comments on organization, comments on word choice, and comments on spelling, formatting, and punctuation.
  • An analysis of student interviews revealed that students: enjoyed blogging, felt that it was a more efficient way to edit than on paper, liked the convenience of being able to easily access information via the blog’s search engine, and enjoyed being able to offer feedback and comments anonymously.
  • In general, the findings of this study suggest that there may be many advantages to using a blog forum as a writing feedback and editing tool.
Categories:
  • Writing
Tags: