Potential of Automated Writing Evaluation Feedback

被引:44
作者
Cotos, Elena [1 ,2 ]
机构
[1] Iowa State Univ, TESL Appl Linguist, 1137 Pearson Hall, Ames, IA 50011 USA
[2] Iowa State Univ, Technol Program, Ames, IA 50011 USA
关键词
D O I
10.11139/cj.28.2.420-459
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and discipline-specific feedback. The purpose of the study was to investigate the potential of IADE's feedback. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of responses to Likert-scale, yes/no, and open-ended survey questions; automated and human scores for first and final drafts; and pre-/posttest scores. Qualitative data contained students' first and final drafts as well as transcripts of think-aloud protocols and Camtasia computer screen recordings, observations, and semistructured interviews. The findings indicate that IADE's colorcoded and numerical feedback possesses potential for facilitating language learning, a claim supported by evidence of focus on discourse form, noticing of negative evidence, improved rhetorical quality of writing, and increased learning gains.
引用
收藏
页码:420 / 458
页数:20
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