This study examined the role of self-monitoring (SM) support for writing skill improvement in a reciprocal peer review of writing system called scaffolded writing and revision in the disciplines (SWoRD). Based on previous literature on the key role of SM in self-regulated learning, students were provided with opportunities to self-monitor their writing through self-evaluations and peer evaluations on both their own and peer writing. With 601 graduate and undergraduate students from 16 courses in three US universities, we found that the students who developed successful SM dramatically improved their writing compared with those who did not. Finally, we discuss future research in SM of writing.
Bibliographical noteFunding Information:
This research was supported by the grants from the Andrew Mellon Foundation to the first author. The authors thank Carla Bates for her comments on an earlier draft.
All Science Journal Classification (ASJC) codes
- Computer Science Applications