Two is better than one? Synergy and interaction effects of computer-based feedback and strategy instruction on students' writing expository texts

• Applicant: Professor Dr. Andreas Lachner
• Subject Area: Developmental and Educational Psychology ; General and Domain-Specific Teaching and Learning
• Term: from 2019 to 2022
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 418402370

In the proposed research project, we will conduct three experimental studies to investigate the additive and moderating effects of computer-based feedback and strategy instruction on students’ cohesive writing. For the provision of formative feedback, we will use an innovative and evidence-based feedback tool, CohViz, which provides students with graphical feedback on the cohesion of their writing in the form of a concept map. This tool has been shown to effectively scaffold students' cohesive writing. Besides effects on students' writing performance, our main focus is to examine the underlying affective, cognitive and motivational conditions which account for overall effects of strategy instruction and formative feedback on students’ cohesive writing. Therefore, we integrate psychophysiological methods (eye tracking, electrodermal activity) to model mediating cognitive and motivational processes during writing. The findings of the research project will contribute to the development of evidence-based instructional approaches to enhance students’ expository writing.

• DFG Programme: Research Grants
• International Connection: Netherlands
• Cooperation Partner: Dr. Vincent Hoogerheide
• Co-Investigator: Professor Dr. Matthias Nückles