Blog
Managing Cross-Contamination in Adult Education Research
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The Writing in Adult Secondary Education (W-ASE) Project has two aims: to design and evaluate a technology-supported curriculum for teaching adult learners how to write an argumentative essay using a word processor on a computer; and, to develop a concurrent professional development delivery model to help teachers use our curriculum. The curriculum includes 16 lessons to be taught twice a week over 2-3 months at adult education programs. It includes digital writing skills instruction, as well as a focus on argumentative essay writing skills, strategies, and…
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CREATE @ COABE 2026 Posters
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The PDF file below contains all of the posters for the CREATE Research Teams presenting sessions at the COABE 2026 National Conference.
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Supporting Teachers and Learners in Technology-Supported Instruction
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The Writing in Adult Secondary Education (W-ASE) Project was designed to address a two-fold challenge in adult education: how to help learners develop both digital writing skills and their ability to write effective argumentative essays. Drawing on an evidence-based curriculum originally designed for college students who struggled with writing, the W-ASE team adapted lessons for adult learners at the National Reporting System for Adult Education (NRS) levels 2–6 (high beginning through advanced literacy skills). The intervention included 16 lessons delivered…
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A Year Ahead: About the CREATE Research Teams
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Interested in learning more about the CREATE Research Teams? This document compiles one-page flyers about each team. Read more about what their project is and questions they have for the field among other ideas.
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Why Teach Writing to Adult Learners?
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Writing is embedded in every aspect of adult learners' daily lives—from job applications to family communication. It is a crucial skill for adults pursuing high school equivalency, post-secondary education, career growth, and community engagement.Yet, learners in Adult Secondary Education (ASE) programs often face barriers to becoming confident, effective writers. ASE educators have limited research, tools, and preparation to guide learners. This gap leaves many adult learners without the writing support they need to achieve their goals. The W-ASE team is prioritizing writing instruction and providing more resources and research for ASE programs to empower adult learners to develop strong, adaptable writing skills—helping them build brighter futures and thrive in both work and life.
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Utility value of improving writing skills for adult basic education students
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Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy-value theory to both adult motivation and writing motivation. A free video is available on the utility value of improving writing skills for adult basic education students on this page. A subscription or one-time payment is required access this full publication from the Writing in Adult Secondary Education Classes team.
