The Effects of a Metacognitive Computer Writing Tool on Classroom Learning Environment, Student Perceptions and Writing Ability
A study investigated how the introduction of a computer writing tool that provides metacognitive guidance to students interacting with it--the Writing Partner2 (WP2)--influenced the classroom environment, and explored both effects "with" and effects "of" working with such a computer tool. Data was gathered from an eighth-grade English classroom that was already using computers in the regular curriculum. Classroom observations, student interviews, and pre- and post-narratives written by the students without the computer were gathered. Results indicated that: (1) traditional gender differences can be decreased by facilitating cross-gender interaction through an integrated seated arrangement; (2) students believed that working with the WP2 had improved their writing; (3) while student interview responses clearly indicated that both effects "with" and effects "of" working with an intelligent computer tool occurred, writing samples revealed no significant improvement, supporting the notion that self-efficacy beliefs are independent from writing performance; and (4) working with the WP2 appeared to create a zone of proximal development for students in a relatively short time (effects with), but for students to be able to internalize the type of support provided by the computer (effects of), it is likely that more time is needed. (Four tables are included; 28 references and 2 appendixes--a scoring rubric and examples of examples of metacognitive questions asked by the WP2--are attached.) (SR)
Evans, K.S. The Effects of a Metacognitive Computer Writing Tool on Classroom Learning Environment, Student Perceptions and Writing Ability.