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Review | Acta Pedagogia Asiana | Volume 2 - Issue 1 - 2023 | 26-33 | https://doi.org/10.53623/apga.v2i1.169
© 2023 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

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

Author(s): Maria Eugenia Martinez 1 , Valeria Gomez 2
Author(s) information:
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

Corresponding author

Acta Pedagogia Asiana

Volume 2 - Issue 1 - 2023

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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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About this article

SUBMITTED: 28 November 2022
ACCEPTED: 02 January 2023
PUBLISHED: 4 January 2023
SUBMITTED to ACCEPTED: 35 days
DOI: https://doi.org/10.53623/apga.v2i1.169

Cite this article
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
Keywords
writing skills higher education assessment feedback
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