How to Support At-Risk Writers

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dc.bibliographicCitation.firstPage965
dc.bibliographicCitation.lastPage1001
dc.bibliographicCitation.volume39
dc.contributor.authorPeltzer, Katrin
dc.contributor.authorLira Lorca, Alina
dc.contributor.authorKrause, Ulrike-Marie
dc.contributor.authorGraham, Steve
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorBusse, Vera
dc.date.accessioned2026-04-15T09:35:05Z
dc.date.available2026-04-15T09:35:05Z
dc.date.issued2025
dc.date.updated2026-04-02T01:21:17Z
dc.description.abstractFormative feedback fosters writing and student motivation, but differential effects on writers with varying achievement levels are under-researched. It remains unclear to what extent time-efficient methods such as rubric and exemplar feedback support less-proficient writers. Our study addresses this gap by comparing the effects of different formative feedback methods on deep-level features in writing, self-efficacy, enjoyment, and feedback perceptions in two groups of secondary school EFL students: students designated at-risk of writing failure ( n  = 101) and more proficient developing writers ( n  = 101). We conducted a randomized controlled intervention study with four conditions: EG1 (rubric + exemplar feedback), EG2 (in-text comments), EG3 (rubric + exemplar feedback and in-text comments), and CG1 (learning unit without additional feedback). Findings showed that rubric + exemplar feedback had a differential effect, particularly benefitting at-risk writers. In both achievement-level groups, in-text comments (EG2) led to comparable learning progress as in the control group without additional feedback (CG1). Importantly, more feedback (EG3) only had additional benefits for developing writers, while at-risk writers in EG3 made similar progress to at-risk writers in the control condition. At-risk writers had lower self-efficacy and writing enjoyment, with no significant changes over time, while developing writers experienced slight losses in enjoyment. Both at-risk and developing EFL writers had positive perceptions of all feedback types, though the motivational impact of the feedback was rated lower than its quality. In conclusion, although we did not observe motivational changes, rubric + exemplar feedback seems helpful for at-risk writers and is positively received by students.en
dc.description.sponsorshipOpen Access funding enabled and organized by Projekt DEAL.
dc.description.sponsorshipDeutsche Forschungsgemeinschafthttp://dx.doi.org/10.13039/501100001659
dc.description.sponsorshipUniversität Münster (1056)
dc.identifier.doi10.1007/s11145-025-10652-w
dc.identifier.urihttp://resolver.sub.uni-goettingen.de/purl?fidaac-11858/3824
dc.language.isoeng
dc.relation.issn0922-4777
dc.relation.journalReading and Writing
dc.rightsCC BY 4.0
dc.subject.ddcddc:371.3
dc.subject.ddcddc:420
dc.subject.fieldenglishstudies
dc.subject.fieldenglishlanguageteaching
dc.subject.fieldlinguistics
dc.titleHow to Support At-Risk Writers
dc.title.alternativeDifferential Effects of Formative Feedback on Argumentative Writing and Motivation
dc.typearticle
dc.type.versionpublishedVersion
dspace.entity.typePublication

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