Emily Dux Speltz, Ph.D.
Research
Specific Research Interests:
— Process-focused writing instruction
— Writing center feedback
— Artificial intelligence for writing and learning
— Writing and educational technologies
— Applied psycholinguistics
Research Methods:
— Eye tracking
— Keystroke logging
— Natural language processing
— Design-based research
— Thematic analysis
— Cluster analysis
— Qualitative methods (case studies, interviews, focus groups)
Recently funded by the NSF: Conference on text production and comprehension by human and artificial intelligence
Abstract: The ability to read and write effectively is crucial for learning, communication, and creating knowledge across all fields. However, there is still much to understand about how people cognitively process written language and how emerging artificial intelligence technologies could interact with these human capabilities. This workshop brought together experts from cognitive psychology, language learning, and natural language processing with artificial intelligence. By combining insights across these disciplines, the workshop aimed to unlock new understanding about how people produce and mentally represent written language knowledge, as well as how large language models could potentially enhance reading and writing abilities. This cross-disciplinary collaboration could lead to more effective education approaches, innovative learning technologies, and guidelines for ethically integrating artificial intelligence with human skills involving written text.

The workshop convened a group of experts who share their latest research on how humans and artificial intelligence systems comprehend and generate written language. Participants discussed their findings, identified key challenges, explored possible solutions, and mapped future research directions. Through dialogue between the cognitive, linguistic, and technological perspectives, researchers examined the underlying cognitive processes when humans and artificial intelligence collaborate on text-based tasks. They investigated the potential for artificial intelligence language models to support the development of reading and writing skills and personalized learning experiences. This project allowed participants to further understand the interaction between human cognition and artificial intelligence when engaging with written texts across educational and professional settings.

Link to NSF award summary.
Link to workshop website
Highlighted Publications
Automating individualized, process-focused writing instruction: A design-based research study
Emily Dux Speltz, Jens Roeser, & Evgeny Chukharev
Frontiers in Communication
Writing quality is dependent upon the organization and sequencing of cognitive processes during writing. College students need writing-strategy advice that is tailored to their individual needs and is cognizant of their already-established writing processes. However, there is an obstacle to providing such advice: Both writing instructors and the writers lack awareness of the moment-by-moment actions by which text was produced. This is because switching between the processes of defining the task, coming up with ideas, outputting text, evaluating, and revising is largely regulated implicitly.
To address this shortcoming, the present study uses a design-based research approach to develop and evaluate a minimally viable prototype of a system called “ProWrite” that uses novel biometric technology (concurrent keystroke logging and eye tracking) for providing real-time, individualized, automated, process-focused feedback to writers. This feedback is grounded in the analysis of each writer's individual needs and is presented in the context of a learning cycle consisting of an initial diagnostic, an intervention assignment, and a final follow-up. In two iterations, eight students used the system. Effects on student behavior were determined through direct analysis of biometric writing-process data before and after remediation and through changes in writing-process and written-product measures. Semi-structured interviews revealed that students generally considered the system useful, and they would try to use the newly learned strategies in their future writing experiences. The study demonstrated that individualized, real-time feedback informed by biometric technology can effectively modify writers' processes when writing takes place.

The effect of automated fluency-focused feedback on text production
Emily Dux Speltz & Evgeny Chukharev
Journal of Writing Research
This article presents a new intervention for improving first-language writing fluency and reports an empirical study investigating the effects of this intervention on process and product measures of writing. The intervention explicitly encourages fluent text production by providing automated real-time feedback to the writer.
Participants were twenty native-English-speaking undergraduate students at a large Midwestern university in the United States, all of whom were proficient writers. Each participant composed two texts (one in each of the control and the intervention condition) in an online text editor with embedded keystroke logging capabilities. Quantitative data consisted of product and process measures obtained from texts produced by participants in the control and the intervention condition, and qualitative data included participants' responses to an open-ended questionnaire. Linear mixed-effects regression models were fit to the quantitative data to assess differences between conditions. Findings demonstrated that there were significant differences between the intervention and the control condition in terms of both the product and the process of writing. Specifically, participants wrote more text, expressed more ideas, and produced higher-quality texts in the fluency-focused intervention condition. Qualitative findings from questionnaire responses are also discussed.
Publications
Refereed Journal Publications (8):
  1. Conijn, R., Dux Speltz, E., & Chukharev-Hudilainen, E. (2024). Automated extraction of revision events from keystroke data. Reading and Writing, 37(2), 483–508. https://doi.org/10.1007/s11145-021-10222-w
  2. Anders, A., Walton, A., ​​Muhammad, A., Cabada, C., Deam, N., Dux Speltz, E., Guskaroska, A., Everett, R., Haffner, J., & Payton, C. (in press). Human-centered design for inclusive peer mentoring of graduate teaching assistants. College English, 86(2). https://doi.org/10.58680/ce202332760
  3. Anders, A., Walton, A., ​​Muhammad, A., Cabada, C., Deam, N., Dux Speltz, E., Guskaroska, A., Everett, R., & Haffner, J., & Payton, C. (2023). Inclusive collaboration: using virtual design sprints in composition programs. Computers and Composition, 70. https://doi.org/10.1016/j.compcom.2023.102806
  4. Coberley, D., Dux Speltz, E., & Zawadzki, Z. (2023). Using corpus methods to analyze modal verbs in government science communication on Twitter. Research Methods in Applied Linguistics, 2(1), 100042. https://doi.org/10.1016/j.rmal.2023.100042
  5. Dux Speltz, E., Roeser, J., & Chukharev-Hudilainen, E. (2022). Automating individualized, process-focused writing instruction: A design-based research study. Frontiers in Communication, 7:933878. https://doi.org/10.3389/fcomm.2022.933878
  6. Guskaroska, A., Dux Speltz, E., Zawadzki, Z., & Kurt, S. (2022). Students’ perceptions of emergency remote teaching in a writing course during COVID-19. Frontiers in Education, 7:965659. https://doi.org/10.3389/feduc.2022.965659
  7. Conijn, R., Dux Speltz, E., van Zaanen, M., van Waes, L., & Chukharev-Hudilainen, E. (2021). A product and process oriented tagset for revisions in writing. Written Communication, 39(1), 97–128. https://doi.org/10.1177%2F07410883211052104
  8. Dux Speltz, E., & Chukharev-Hudilainen, E. (2021). The effect of automated fluency-focused feedback on text production. Journal of Writing Research, 13(2), 231–255. https://doi.org/10.17239/jowr-2021.13.02.02

Refereed Conference Proceedings (1):
  1. Conijn, R., Dux Speltz, E., van Zaanen, M., van Waes, L., & Chukharev-Hudilainen, E. (2020). A product and process oriented tagset for revisions in writing. Proceedings of the 12th Language Resources and Evaluation Conference.

Book Reviews (1):
  1. Dux Speltz, E., & Chukharev-Hudilainen, E. (2021). Review of Writing and Language Learning: Advancing Research Agendas by Rosa M. Manchón. Journal of Writing Research, 13(2), 323–327. https://doi.org/10.17239/jowr-2021.13.02.05
The ProWrite Intelligent Tutoring System
ProWrite: Biometric technology for improving college students’ writing processes

At Iowa State University, I worked as the Postdoctoral Research Associate and Project Manager for our team’s $750,000 NSF-funded project. Through this role, I worked closely with faculty, graduate students, and undergraduate students in Dr. Evgeny Chukharev's PACE laboratory and contributed to our research project involving the automatic provision of process-focused writing feedback to students. I was responsible for designing and executing experiments, analyzing and interpreting data, reviewing literature, preparing professional presentations and scientific manuscripts, and supervising undergraduate and graduate research assistants.
Conference Presentations
Artificial Intelligence
  1. Anders, A., Dux Speltz, E., Mills, A., & Cummings, L. (2024, April 3–6). How can artificial intelligence help students learn to write? Exploring abundant opportunities for learning design, writing feedback, and digital storytelling [Concurrent panel presentation]. Conference on College Composition and Communication (CCCC), Spokane, Washington.

Writing Process Technology/Feedback
  1. Vandermeulen, N. (Discussant), & Dux Speltz, E. (Chair) (2024, June 26–28). Symposium on Writing Process Feedback [Symposium]. SIG Writing Conference, Paris, France.
  2. Dux Speltz, E., Roeser, J., Bouwman, W., Torrance, M., & Chukharev, E. (2024, June 26–28). Within-writer behavioral stability across writing sessions. SIG Writing Conference, Paris, France.
  3. Dux Speltz, E., Bouwman, W., Anders, A., Roeser, J., Torrance, M., & Chukharev, E. (2024, June 26–28). Evaluating the efficacy of combined process- and product-focused coaching in enhancing text quality. SIG Writing Conference, Paris, France.
  4. Bouwman, W., Dux Speltz, E., Anders, A., Roeser, J., Torrance, M., Conijn, R., & Chukharev, E. (2024, June 26–28). Harnessing real-time process data for enhancing source-based writing proficiency. SIG Writing Conference, Paris, France.
  5. Dux Speltz, E., Godbersen, J., & Chukharev, E. (2023, September 6–9). Fluency manipulation through real-time feedback during text production, and its effects on product and process measures [Symposium presentation]. 23rd Conference of the European Society for Cognitive Psychology (ESCOP), Porto, Portugal.
  6. Torrance, M., Roeser, J., Dux Speltz, E., & Chukharev, E. (2023, September 6–9). The role of lookback in the written production of multi-sentence texts [Symposium presentation]. 23rd Conference of the European Society for Cognitive Psychology (ESCOP), Porto, Portugal.
  7. Torrance, M., Roeser, J., Ofstad, G., Dux Speltz, E., & Chukharev-Hudilainen, E. (2023, July 13). Cascading processes in multi-sentence text production: A mixture model analysis of IKIs and lookbacks. 4th International Workshop on Writing Words, Potsdam, Germany.
  8. Bouwman, W., Dux Speltz, E., Roeser, J., Torrance, M., & Chukharev-Hudilainen, E. (2023, March 10–11). Linking reading-during-writing to text quality: Modeling text quality with eye movement and keystroke behavior. Hawaiʻi International Conference on English Language and Literature Studies (HICELLS), Hilo, Hawaiʻi.
  9. Dux Speltz, E., Roeser, J., Torrance, M., & Chukharev-Hudilainen, E. (2022, June 20–22). Within-writer behavioral stability across writing tasks: An eye-tracking and keystroke-logging study. SIG Writing Conference, Umeå, Sweden.
  10. Dux Speltz, E., DeKruif, Z., Godbersen, J., Smith, J., & Chukharev-Hudilainen, E. (2022, June 20–22). Automating individualized, process-focused writing instruction: A design-based research study. SIG Writing Conference, Umeå, Sweden.
  11. Sollier, N., Dux Speltz, E., Cheatle, J., Conijn, R., & Chukharev-Hudilainen, E. (2022, June 20–22). Designing a human-centered dashboard for writing process feedback. SIG Writing Conference, Umeå, Sweden.
  12. Dux Speltz, E., DeKruif, Z., Smith, J., & Chukharev-Hudilainen, E. (2021, October 20–23). Product- and process-focused advice in writing center session notes. International Writing Centers Association (IWCA) Annual Conference, Virtual.
  13. Challis, K., & Dux Speltz, E. (2021, October 9). Instructor perception of incorporating writing process data in learning-oriented assessment. Midwest Association of Language Testers (MwALT) Conference 2021. Virtual.
  14. Dux Speltz, E., Sollier, N., & Chukharev-Hudilainen, E. (2021, September 14). ProWrite: Process-focused feedback on writing using biometric technologies. Center for Integrative Research in Computing and Learning Sciences (CIRCLS) 2021 Convening, Virtual.
  15. Chukharev-Hudilainen, E., Torrance, M., Dux Speltz, E., Conijn, R., & Cheatle, J. (2020, December 14–17). Eye tracking as a tool for understanding writing processes and supporting learning to write: The ProWrite project. EARLI SIG 27 Conference, Virtual.
  16. Conijn, R., Dux Speltz, E., van Zaanen, M., Van Waes, L., & Chukharev-Hudilainen, E. (2020, December 14–17). Automated extraction of revisions during writing. EARLI SIG 27 Conference, Virtual.
  17. Conijn, R., Dux Speltz, E., van Zaanen, M., Van Waes, L., & Chukharev-Hudilainen, E. (2020, August 19–21). Automated extraction of revisions during writing. SIG 27 – Online Measures of Learning Processes Conference, Antwerp, Belgium. (Conference canceled)
  18. Conijn, R., Dux Speltz, E., van Zaanen, M., Van Waes, L., & Chukharev-Hudilainen, E. (2020, June 15–17). Unraveling revisions using a comprehensive product-oriented and process-oriented tagset of revisions. SIG Writing Conference, Umeå, Sweden. (Conference canceled)
  19. Dux Speltz, E., & Chukharev-Hudilainen, E. (2020, June 15–17). The effect of automated fluency feedback on written text production. SIG Writing Conference, Umeå, Sweden. (Conference canceled)
  20. Chukharev-Hudilainen, E., Saricaoglu, A., Feng, H.-H., Torrance, M, Dingel, B., & Dux, E. (2018, August). Where do L1 and L2 writers look when they pause? A method for capturing biometric data at scale. SIG Writing Conference, Antwerp, Belgium.

Innovative Learning Technologies
  1. Reznitskaya, A., Dux Speltz, E., & Chukharev, E. (2023, November 2–3). Promoting cross-disciplinary dialogue between experts in argumentation and innovative technologies [Poster presentation]. Center for Integrative Research in Computing and Learning Sciences (CIRCLS) 2023 Convening, Alexandria, VA.
  2. Dobrynina, N., Novotny, M., Sollier, N., Challis, K., Dux Speltz, E., & Chukharev-Hudilainen, E. (2022, June 1–4). Spaced repetition and high variability phonetic training in second-language learning. CALICO 2022: Social Justice and Diversity in CALL, Seattle, WA.
  3. Dux, E. (2019, April 5). Error Detection in L2 Student Essays: A Comparison of AWE Systems. Iowa Writing Center Consortium, Cedar Rapids, IA.

Writing Instruction/Writing Centers
  1. Anders, A., Walton, A., ​​Cabada, C., Deam, N., Dux Speltz, E., Guskaroska, A., Everett, R., Muhammad, A., Payton, C., & Weber, J. (2022, March). Human-centered design for inclusive mentoring of graduate teaching assistants. The Thomas L. Hill Iowa State Conference on Race and Ethnicity (ISCORE). Iowa State University, Virtual.
  2. Dux Speltz, E. (2021, October 20–23). Defining rhetorical moves and steps in writing center session notes. International Writing Centers Association (IWCA) Annual Conference, Virtual.
  3. Zawadzki, Z., Guskaroska, A., Dux Speltz, E., & Kurt, S. (2020, October 3). Students’ perspectives on emergency remote teaching during the COVID-19 pandemic. MIDTESOL 2020 Conference, Virtual.

Applied Linguistics
  1. Guskaroska, A., Dux Speltz, E., Tan, A., Goodale, E., & Kurt, S. (2021, October). The role of face coverings of native and nonnative raters’ perception of speech. Midwest Association of Language Testers (MwALT) Conference 2021. Virtual.
  2. Guskaroska, A., Tan, A., Dux Speltz, E., Goodale, E., & Kurt, S. (2021, June 18–19). “Say that again?” An exploratory study of face coverings and speech perception for native and nonnative speakers of English. Pronunciation in Second Language Learning and Teaching (PSLLT) Conference, Virtual.

Other
  1. Dux, E., Dawson, A., Pleasants, J., & Olson, J.K. (2019, January 3–5). Elementary Students’ Representations of Scientists and Engineers Before and After a Semester-Length Experience with a STEM Professional. Association for Science Teacher Education Conference, Savannah, GA.
Contact me for collaboration requests or other professional opportunities.
E-mail: duxspele at erau dot edu