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Enhancing Writing-Related Metacognitions through a Computerized Writing Partner
ARTICLE

American Educational Research Journal Volume 28, Number 2, ISSN 0002-8312

Abstract

Ongoing computerized procedural facilitation with strategies and writing-related metacognitions for improving writing during and after computerized assistance--the Writing Partner (WP)--was studied, using 60 Israeli high school students. Compared to two non-WP groups, the WP group wrote better essays, internalized explicitly provided guidance, and evidenced significantly improved writing without using computerized tools. (TJH)

Citation

Zellermayer, M. (1991). Enhancing Writing-Related Metacognitions through a Computerized Writing Partner. American Educational Research Journal, 28(2), 373. Retrieved March 28, 2024 from .

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