Self-monitoring support for learning to write

Kwangsu Cho; Moon Heum Cho; Douglas J. Hacker

doi:10.1080/10494820802292386

Self-monitoring support for learning to write

Kwangsu Cho, Moon Heum Cho, Douglas J. Hacker

Graduate School of Information

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

Abstract

This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role of SM in self-regulated learning, students were provided with opportunities to self-monitor their writing through self-evaluations and peer evaluations on both their own and peer writing. With 601 graduate and undergraduate students from 16 courses in three US universities, we found that the students who developed successful SM dramatically improved their writing compared with those who did not. Finally, we discuss future research in SM of writing.

Original language	English
Pages (from-to)	101-113
Number of pages	13
Journal	Interactive Learning Environments
Volume	18
Issue number	2
DOIs	https://doi.org/10.1080/10494820802292386
Publication status	Published - 2010 Jun

Bibliographical note

Funding Information:
This research was supported by the grants from the Andrew Mellon Foundation to the first author. The authors thank Carla Bates for her comments on an earlier draft.

All Science Journal Classification (ASJC) codes

Education
Computer Science Applications

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10.1080/10494820802292386

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abstract = "This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role of SM in self-regulated learning, students were provided with opportunities to self-monitor their writing through self-evaluations and peer evaluations on both their own and peer writing. With 601 graduate and undergraduate students from 16 courses in three US universities, we found that the students who developed successful SM dramatically improved their writing compared with those who did not. Finally, we discuss future research in SM of writing.",

author = "Kwangsu Cho and Cho, {Moon Heum} and Hacker, {Douglas J.}",

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Self-monitoring support for learning to write

Abstract

Bibliographical note

All Science Journal Classification (ASJC) codes

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