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 language | English |
|---|---|
| Pages (from-to) | 571-583 |
| Number of pages | 13 |
| Journal | Asia-Pacific Education Researcher |
| Volume | 22 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2013 Nov 1 |
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All Science Journal Classification (ASJC) codes
- Education
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The Effects of Faded Prompts and Feedback on College Students' Reflective Writing Skills. / Chen, Ching-Huei; Chung, Min Yu; Wu, Wen chi Vivian.
In: Asia-Pacific Education Researcher, Vol. 22, No. 4, 01.11.2013, p. 571-583.Research output: Contribution to journal › Article
TY - JOUR
T1 - The Effects of Faded Prompts and Feedback on College Students' Reflective Writing Skills
AU - Chen, Ching-Huei
AU - Chung, Min Yu
AU - Wu, Wen chi Vivian
PY - 2013/11/1
Y1 - 2013/11/1
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=84885588817&partnerID=8YFLogxK
U2 - 10.1007/s40299-013-0059-z
DO - 10.1007/s40299-013-0059-z
M3 - Article
AN - SCOPUS:84885588817
VL - 22
SP - 571
EP - 583
JO - Asia-Pacific Education Researcher
JF - Asia-Pacific Education Researcher
SN - 0119-5646
IS - 4
ER -