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  2. School of Management and Law
  3. Publikationen
  4. Publikationen School of Management and Law
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dc.contributor.authorStrobl, Carola-
dc.contributor.authorAilhaud, Emilie-
dc.contributor.authorBenetos, Kalliopi-
dc.contributor.authorDevitt, Ann-
dc.contributor.authorKruse, Otto-
dc.contributor.authorProske, Antje-
dc.contributor.authorRapp, Christian-
dc.date.accessioned2019-07-04T10:15:31Z-
dc.date.available2019-07-04T10:15:31Z-
dc.date.issued2019-
dc.identifier.issn0360-1315de_CH
dc.identifier.urihttps://digitalcollection.zhaw.ch/handle/11475/17400-
dc.description.abstractThis paper presents a review of the technologies designed to support writing instruction in secondary and higher education. The review covers tools to support first and second language writers and focuses on instructional affordances based on their technological specifications. Previous studies in this field centred on Automated Writing Evaluation, Automated Essay Scoring and the rarer Intelligent Tutoring Systems, addressing mainly essay writing needs in US secondary school instruction. With technology-enhanced learning becoming more ubiquitous and widespread, new technologies and tools catering to a broader range of genres, pedagogical settings, and approaches are emerging. We present a systematic analysis of 44 tools across 26 quantitative and qualitative features related to writing processes, pedagogical approaches, feedback modalities and technological specifications. The results uncover an imbalance of available tools with regard to supported languages, genres, and pedagogical focus. While a considerable number of tools support argumentative essay writing in English, other academic writing genres (e.g., research articles) and other languages are under-represented. With regard to the pedagogical focus, automated support for revising on the micro-level targeting factual knowledge (e.g., grammar, spelling, word frequencies) is well represented, whereas tools that support the development of writing strategies and encourage self-monitoring to improve macrolevel text quality (e.g., argumentative structure, rhetorical moves) are infrequent. By mapping the state of the art and specifying direction for further research and development, this review is of interest to researchers, policymakers, tool developers, and practitioners of writing instruction in higher and secondary education institutions.de_CH
dc.language.isoende_CH
dc.publisherElsevierde_CH
dc.relation.ispartofComputers & Educationde_CH
dc.rightsLicence according to publishing contractde_CH
dc.subjectDistance education and telelearningde_CH
dc.subjectEvaluation of CAL systemde_CH
dc.subjectInteractive learning environmentde_CH
dc.subjectPedagogical issuede_CH
dc.subject.ddc808: Rhetorik und Schreibende_CH
dc.titleDigital support for academic writing : a review of technologies and pedagogiesde_CH
dc.typeBeitrag in wissenschaftlicher Zeitschriftde_CH
dcterms.typeTextde_CH
zhaw.departementSchool of Management and Lawde_CH
zhaw.organisationalunitZentrum für Innovative Didaktik (ZID)de_CH
dc.identifier.doi10.1016/j.compedu.2018.12.005de_CH
zhaw.funding.euNode_CH
zhaw.originated.zhawYesde_CH
zhaw.pages.end48de_CH
zhaw.pages.start33de_CH
zhaw.publication.statuspublishedVersionde_CH
zhaw.volume131de_CH
zhaw.publication.reviewPeer review (Publikation)de_CH
zhaw.author.additionalNode_CH
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Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing : a review of technologies and pedagogies. Computers & Education, 131, 33–48. https://doi.org/10.1016/j.compedu.2018.12.005
Strobl, C. et al. (2019) ‘Digital support for academic writing : a review of technologies and pedagogies’, Computers & Education, 131, pp. 33–48. Available at: https://doi.org/10.1016/j.compedu.2018.12.005.
C. Strobl et al., “Digital support for academic writing : a review of technologies and pedagogies,” Computers & Education, vol. 131, pp. 33–48, 2019, doi: 10.1016/j.compedu.2018.12.005.
STROBL, Carola, Emilie AILHAUD, Kalliopi BENETOS, Ann DEVITT, Otto KRUSE, Antje PROSKE und Christian RAPP, 2019. Digital support for academic writing : a review of technologies and pedagogies. Computers & Education. 2019. Bd. 131, S. 33–48. DOI 10.1016/j.compedu.2018.12.005
Strobl, Carola, Emilie Ailhaud, Kalliopi Benetos, Ann Devitt, Otto Kruse, Antje Proske, and Christian Rapp. 2019. “Digital Support for Academic Writing : A Review of Technologies and Pedagogies.” Computers & Education 131: 33–48. https://doi.org/10.1016/j.compedu.2018.12.005.
Strobl, Carola, et al. “Digital Support for Academic Writing : A Review of Technologies and Pedagogies.” Computers & Education, vol. 131, 2019, pp. 33–48, https://doi.org/10.1016/j.compedu.2018.12.005.


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