A systematic review of online writing interventions

Abstract

Research in writing has revolved around two instructional modalities: The product and the process. In recent years, the need to consider these in a web environment has become plausible and add the mixed modality (combination of the previous two) and the ecological one, complementary to the procedural one, but paying attention to the educational context. A review of thirty empirical studies of online interventions on writing, published in the last five years in highimpact journals, is presented with the aim of offering a panoramic view of the subject. The results show that most of the interventions partially comply with the guidelines agreed in the scientific meeting of the European Research network Learning to Write Effectively. Many of the studies do not show the existence of a training period for participating teachers, a control group, a specific measure of treatment fidelity, durability and generalizability.