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Interview analyses yield three learning-analytics dashboard design guidelines for supportive, instructor-absent contexts, emphasizing temporal context, accompanying justifications, and mechanisms that foster reflection when feedback conflicts with learner beliefs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nViktoria Pammer-Schindler Andri Ioannou Jan Schneider (Eds.)  \nTransforming Learning with Meaningful Technologies  \n14th European Conference  \non Technology Enhanced Learning, EC-TEL 2019  \nDelft, The Netherlands, September 16–19, 2019, Proceedings  \nMature ELLs’ Perceptions Towards Automated and Peer Writing Feedback  \nAmna Liaqat 1(&), Gokce Akcayir2, Carrie Demmans Epp2, and Cosmin Munteanu3  \n1 Department of Computer Science, University of Toronto, Toronto, Canada  \n[a. liaqat@mail. utoronto. ca](a. liaqat@mail. utoronto. ca)  \n2 EdTeKLA Research Group, Department of Computing Science,  \nUniversity of Alberta, Edmonton, Canada  \n{akcayir,demmanse}@ualberta. ca  \n3 Institute for Communication, Culture, Information, and Technology,  \nUniversity of Toronto Mississauga, Toronto, Canada  \n[cosmin. munteanu@utoronto. ca](cosmin. munteanu@utoronto. ca)  \nAbstract. Mature English Language Learners (ELLs) learning to write in informal environments have little access to instructor feedback and must rely on other sources to support their writing development. While it is known that mature ELLs trust instructor feedback, their perceptions towards feedback from non-expert sources may be mixed. We report on mature ELLs’ perceptions and interpretations of peer and automated feedback when using dashboard visualizations of their writing skills derived from several metrics and sources of feedback. These perceptions and interpretations were collected through a shortterm deployment of the dashboard within a writing app with 16 mature ELLs, followed by interviews with the learners. From analyses of these interviews, we suggest three design guidelines (DG) related to learning analytics dashboard design for mature ELLs in informal learning contexts. First, analytics-based feedback should contextualize ELLs’ learning progress by providing temporal information about learner performance. Second, justifications should accompany feedback to avoid criticism arising from ELLs’ prior beliefs. Third, learner autonomy should be fostered by offering explicit mechanisms for reflecting on feedback that is inconsistent with learner beliefs since learners are willing to question automated feedback. We discuss how these three guidelines can be used to benefit learners when an instructor is not present.  \nKeywords: Learning analytics ! Writing ! Adult learners ! Migrants !  \nDashboards  \n1 Introduction  \nReceiving timely and meaningful feedback is crucial for writing skills development [13] . However, those studying in informal settings may not have access to instructors who can provide such feedback. One such population is mature immigrant English Language Learners (ELLs) . Many of these learners are not able to receive formal education to improve their English writing skills even though they need to excel at  \n© Springer Nature Switzerland AG 2019  \nM. Scheffel et al. (Eds.): EC-TEL 2019, LNCS 11722, pp. 266–279, 2019 .  \n[https://doi.org/10.1007/978-3-030-29736-7_20](https://doi.org/10.1007/978-3-030-29736-7_20)  \nMature ELLs ’ Perceptions 267  \nwriting English to achieve professional and social success. Without consistent and timely feedback from instructors, mature ELLs struggle to identify errors and how to prevent them in their writing. Most of these ELLs face barriers in achieving their learning goals because of their inability to access individualized feedback tailored to them. A way to tackle this issue is to provide automated and peer feedback. However, ELLs ’ perceptions towards these kinds of feedback need to be explored to see the extent to which this approach can compensate for a lack of instructor feedback, as perceived expertise of the feedback source affects acceptance [22] . For this reason, this study asks “How do mature ELLs perceive and respond to automated and peer feedback on their writing?”.  \n2 Writing Support Tools  \nSeveral tools aim to support ELL learning in informal environments. However, ma","cbCaijn9wNMqTcKA","https://ap.wps.com/l/cbCaijn9wNMqTcKA","pdf",859643,15,"English","# Introduction\n## Feedback needs in informal learning\n# Writing Support Tools\n## Peer-review systems and limitations\n## Need for instructor-absent designs\n# Learning Analytics Dashboards and Open Learner Models\n## Feedback approaches with dashboards\n## Related concepts","[{\"question\":\"What question does the study ask about mature ELLs’ writing support?\",\"answer\":\"How do mature ELLs perceive and respond to automated and peer feedback on their writing?\"},{\"question\":\"How were learners’ perceptions and interpretations collected?\",\"answer\":\"Through a short-term deployment of a dashboard inside a writing app with 16 mature ELLs, followed by interviews.\"},{\"question\":\"What three design guidelines are proposed for learning analytics dashboards?\",\"answer\":\"Provide temporal context about learner performance, include justifications to prevent criticism based on prior beliefs, and foster learner autonomy with explicit mechanisms for reflecting on inconsistent feedback.\"}]","Mature ELLs’ Perceptions Towards Automated and Peer Writing Feedback - Research Findings and Design Guidelines | PDF",38]