Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts

This intervention study aimed to test the effect of writing process feedback. Sixty-five Grade 10 students received a personal report based on keystroke logging data, including information several aspects. Participants compared their exemplar processes equally scoring (position-setting condition) or higher-scoring (feed-forward condition). The feedback performance and was national baseline study. Results showed that feed-forward had an text quality comparable one grade regular schooling. production, pausing, revision, source use, which indicates it supported participants in self-regulating process. Additionally, we explored students’ perception get insight into its strengths weaknesses. shows potential discusses pedagogical implications options for future research.