Formative feedback to transfer self-regulation of task-oriented reading strategies

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...

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Bibliographic Details
Published in:Journal of computer assisted learning 2016-08, Vol.32 (4), p.314-331
Main Authors: Llorens, A.C., Vidal-Abarca, E., Cerdán, R.
Format: Article
Language:English
Subjects:
Comprehension
Computer assisted instruction
computer-based feedback
Decisions
Experimental psychology
Experiments
Feedback
Feedback (Response)
Formative Evaluation
Multiple Choice Tests
Online instruction
Reader Text Relationship
Reading
Reading Comprehension
Reading Instruction
Reading Strategies
Receiving
Secondary School Students
selecting text information
Self Control
self-assessment
strategic search decision
Strategy
Students
task-oriented reading
Tasks
Texts
transfer
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Summary: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.
ISSN:0266-4909
1365-2729
DOI:10.1111/jcal.12134