The Effects of Faded Prompts and Feedback on College Students' Reflective Writing Skills

Ching-Huei Chen, Min Yu Chung, Wen chi Vivian Wu

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study examined whether faded prompts and feedback facilitated students' reflective writing skills. Reflective writing skills are important skills for students to acquire in college. They are teachable; however, they require time and practice for students to improve and excel in. Reflective writing skills involve the use of metacognitive strategies such as self-evaluation, self-monitoring, and self-questioning. Based on previous research, we developed a mechanism to provide personalized support for various levels of students, and we provided an environment where students can share their writing with others and receive feedback from their peers and experts. The results showed that faded prompts promoted students' reflective writing skills, but feedback did not. This research revealed a considerable gap in the literature regarding feedback from peers and experts. The results are discussed relative to supporting mechanisms in the intelligent tutoring system.

Original languageEnglish
Pages (from-to)571-583
Number of pages13
JournalAsia-Pacific Education Researcher
Volume22
Issue number4
DOIs
Publication statusPublished - 2013 Nov 1

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All Science Journal Classification (ASJC) codes

  • Education

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