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

在本研究计划中，我们将进行三个实验研究，以探讨基于计算机的反馈和策略指导对学生衔接写作的加性和调节作用。在提供形成性反馈方面，我们将使用一种创新和以证据为基础的反馈工具CohViz，该工具以概念图的形式为学生提供关于其写作连贯性的图形反馈。该工具已被证明可以有效地支撑学生的连贯性写作。除了对学生写作成绩的影响外，我们的主要焦点是考察潜在的情感、认知和动机条件，这些条件解释了策略指导和形成性反馈对学生连贯写作的总体影响。因此，我们整合心理生理学的方法（眼动追踪，皮肤电活动）来模拟写作过程中的认知和动机过程。研究结果将有助发展以实证为本的教学方法，以提高学生的英语写作能力。

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.