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ERIC Number: EJ1105808
Record Type: Journal
Publication Date: 2016-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0266-4909
Formative Feedback to Transfer Self-Regulation of Task-Oriented Reading Strategies
Llorens, A. C.; Vidal-Abarca, E.; Cerdán, R.
Journal of Computer Assisted Learning, v32 n4 p314-331 Aug 2016
The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading (e.g. answering questions from an available text). Secondary-school students read and answered multiple-choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditions. The most effective was a procedure that forced students to select relevant text information to answer each question and provided accurate feedback based on that selection. Experiment 2 was designed to disentangle the role played by the selection task from that played by the feedback provided. We found that the two components contribute to transfer the self-regulation strategies, although each one has a specific role for different strategies. Theoretical and practical implications of the studies are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A