Exploring the Influence of Automated Writing Evaluation on Teacher Feedback and Student Writing Performance
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: The purpose of this study is to investigate the impact of using an Automated Writing Evaluation (AWE) program in a Korean high school on both teacher feedback and learner writing performance.Twentysix students were divided into two groups: one receiving integrated feedback from the AWE program and the teacher, and the other receiving feedback solely from the teacher.Results indicated that using the AWE program reduced the quantity of feedback provided by the teacher, thus decreasing the time and effort required for feedback.Specifically, the teacher's burden in providing lower-level feedback was significantly alleviated.The AWE program excelled in correcting grammar and spelling errors, while the teacher focused on context-specific issues.Analysis of students' essays on five analytic writing features revealed that, although there were no significant differences in overall analytic writing scores between groups, the integrated feedback group showed significant improvement in vocabulary and mechanics, whereas the teacher-only group improved in organization.Further pedagogical suggestions and implications are discussed based on the results.이 연구의 목적은 한국의 한 고등학교에서 AWE 프로그램을 사용하는 것이 교사의 피드백과 학습자의 글쓰기 수행에 미치는 영향을 조사하는 것입니다.
Source: The Journal of AsiaTEFL
Authors: Pyung-hwa Jung, Hee-Kyung Lee
Institution: Yonsei University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403953635