New learning environments for writing: Intelligent tutoring systems

Abstract

Abundant meta-analyses have shown how the use of technology is an effective practice in the field of writing instruction. However, most of these studies have focused on the effects of the word processor on improving student writing. This article investigates and shows the effects of new forms of instruction in writing, such as intelligent tutoring systems (ITS), one of the most sophisticated tools in the field of virtual learning environments. The literature of the last decade from Web of Science, ScienceDirect and Scopus has been systematically reviewed. The potential of intelligent tutoring systems is clearly supported by the current findings. However, there are contradictory results concerning students’ performance. This review presents a discussion on the results in order to understand in more detail the relationship between technology and instruction in writing.