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Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability

by Maria Eugenia Martinez 1 , Valeria Gomez 2
1 Facultad de Educacion, Universidad de los Anded, Calle 18 A#0-19 Este, Bogota 111711, Colombia
2 Development and Educational Psicology, Universidade de Santiago de Compostela, Campus Vida, 15782 Santiago de Compostela, A Coruna, Spain

SUBMITTED: 28 November 2022; ACCEPTED: 02 January 2023; PUBLISHED: 4 January 2023

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Acta Pedagogia Asia 2023, 2 (1), 26-33
https://doi.org/10.53623/apga.v2i1.169
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Abstract

Abstract
A combination of writing skill training and revision feedback was evaluated to increase text quality in higher education. The goal of this study was to review the feedback and provide strategy training for enhancing academic writing. The methodology includes the interaction of cognitive and metacognitive support that is crucial for mastering difficult tasks such as academic writing, particularly in higher education. Writing ability and text quality were assessed using items and ratings. First, text structure knowledge application strategy improved academic writing skills; second, feedback related to writing experience improved text quality; undergraduates benefited from informative tutoring feedback, while postgraduates benefited from try-again feedback; and third, the combination of writing strategy and feedback did not improve text quality significantly. To improve writing performance, the demands on working memory must be decreased so that executive attention can be directed to controlling their interactions. In theory, this can be accomplished through focused practise that assists authors in developing executive control through regular writing opportunities and timely, appropriate feedback. Automated essay scoring software may be able to relieve instructors of their time-consuming grading duties, significantly boosting the amount of writing practise pupils receive.
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Keywords: writing skills; higher education; assessment; feedback

Creative Commons Attribution 4.0 International (CC BY 4.0) License
© 2023 Maria Eugenia Martinez, Valeria Gomez. This is an open access article distributed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Martinez, M. E., & Gomez, V. . (2023). Effect of Feedback and Strategy Training on Undergraduate Students’ Writing Ability . Acta Pedagogia Asiana, 2(1), 26–33. https://doi.org/10.53623/apga.v2i1.169
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