Self-correction’s Effects on EFL Writing on Web-Based Automatic Writing Evaluation Platform

2019 ◽  
pp. 153-169
Author(s):  
Fei Lang ◽  
Xinfei Yan
Keyword(s):  
Web Based ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automatic Writing ◽  
Evaluation Platform

scholarly journals The GOS4M Knowledge Hub: A web-based effectiveness evaluation platform in support of the Minamata Convention on Mercury

2021 ◽  
Vol 124 ◽  
pp. 235-246
Author(s):  
Francesco De Simone ◽  
Francesco D’Amore ◽  
Mariantonia Bencardino ◽  
Francesco Carbone ◽  
Ian M. Hedgecock ◽  
...  
Keyword(s):  
Effectiveness Evaluation ◽  
Web Based ◽  
Minamata Convention On Mercury ◽  
Evaluation Platform

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

The Design and Implementation of Net English Teaching System Based on WEB Technology

2014 ◽  
Vol 687-691 ◽  
pp. 1852-1855 ◽  
Author(s):  
Li Ping Gong
Keyword(s):  
Design Thinking ◽  
Action Learning ◽  
Future Research ◽  
Learning Resources ◽  
Web Based ◽  
College English ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Regulated Learning ◽  
Evaluation Platform

In this paper, the author first analyze the current situation of the present domestic Web-based college English learning platform, analyze and summarize the problems exists, and propose research objectives of this subject. Then, to explore the guidance of theory that design and develop a web-based college English self-regulated learning platform required for; On this basis, according to relevant learning theories and principles of design and development in light of the characteristics of college English and the actual needs, put forward the overall design thinking of developing a web-based College English self-regulated learning platform, constructed the whole platform, design the function and the database detailed, and to carry out specific development. The platform provides students with learning tools, learning resources, exchange platform, test and evaluation platform; can evaluate the learning action, learning processes and learning outcomes of students, students can understand their own learning from the evaluation platform, and then adjust their own learning to obtain high quality and efficiency of learning. Teachers can also use the course release module to enrich the learning resources and realize to share labor of a number of teachers. In order to test the real application of this platform, tested this platform in practice teaching to analyze self-learning process of the students, and an analysis of the data collated. Finally, sum up the characteristics of the platform, as well as inadequacies, and in the basis, outlook the future research direction and focus for future research.

Encouraging IT students to get serious about assignment writing: evaluation of a Web-based initiative

2003 ◽  
Vol 6 (4) ◽  
pp. 327-346 ◽  
Author(s):  
Rosemary Clerehan ◽  
Giselle Kett ◽  
Renee Gedge ◽  
Juhani E Tuovinen
Keyword(s):  
Web Based ◽  
Writing Evaluation

scholarly journals Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

2019 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Zongwei Song
Keyword(s):  
College Students ◽  
Writing Strategies ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Vocabulary Richness ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students’ writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students’ grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

scholarly journals A RE-AIM evaluation in early adopters to iteratively improve the online BeUpstanding™ program supporting workers to sit less and move more

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Genevieve N. Healy ◽  
Elisabeth A. H. Winkler ◽  
Ana D. Goode
Keyword(s):  
Comprehensive Evaluation ◽  
Work Team ◽  
Web Based ◽  
Early Adopters ◽  
Iterative Development ◽  
Level Data ◽  
National Implementation ◽  
Integrated Delivery ◽  
Wide Scale ◽  
Evaluation Platform

Abstract Background The web-based BeUpstanding program supports desk workers to sit less and move more. Successfully translated from a research-delivered intervention, BeUpstanding has gone through iterative development and evaluation phases in preparation for wide-scale implementation. In the third planned “early-adopters” phase (01/09/2017–11/06/2019), the program was made freely-available online. An integrated delivery and evaluation platform was also developed to enable workplace champions to run and evaluate the intervention within their work team independent of researcher support. Using the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework, this study reports on the extent to which the program and processes were “fit-for-purpose” for a national implementation trial across the indicators of uptake (reach and adoption), implementation and engagement, and effectiveness for behaviour change. Methods Data were collected via the online surveys embedded in the program and through program access analytics. Descriptive data (with linearized variance for the clustered staff-level data) and results from mixed models (repeated data and clustering for pre-post changes) are reported. Results Despite purposeful limited promotion, uptake was good, with 182 Australian users initially registering (208 total) and 135 (from 113 organisations) then completing the sign-up process. Recruitment reached users across Australia and in 16 of 19 Australian industries. Implementation was inconsistent and limited, with signed-up users completing 0 to 14 of the program’s 14 steps and only 7 (5.2%) completing all seven core steps. Many champions (n = 69, 51.1%) had low engagement (1 day toolkit usage) and few (n = 30, 22%) were highly engaged (> 1 day toolkit usage and surveyed staff). Although only 18 users (7 organisations) performed the pre- and post-program staff evaluations (337 and 167 staff, respectively), pre-post changes showed the program effectively reduced workplace sitting by − 9.0% (95% CI -12.0, − 5.9%). Discussion The program had uptake across industries and across Australia, but implementation and engagement varied widely. Few workplaces completed the evaluation components. In those that did, the program was effective for the primary outcome (workplace sitting). Conducting a planned early adopters phase and a comprehensive evaluation according to RE-AIM helped highlight necessary program improvements to make it more suitable for wide-scale implementation and evaluation. Trial registration Australian and New Zealand Clinic Trials Registry ACTRN12617000682347. Date registered: 12/05/2017.

scholarly journals Linguistic complexity in high-school students’ EFL writing

ExELL ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 122-146
Author(s):  
Amer Delić ◽  
Alma Jahić Jašić
Keyword(s):  
High School ◽  
High School Students ◽  
Syntactic Complexity ◽  
School Students ◽  
Linguistic Complexity ◽  
Web Based ◽  
Efl Writing ◽  
English Writing ◽  
Semantic Complexity ◽  
The Web

Abstract This study examined the syntactic and semantic complexity of L2 English writing in a Bosnian-Herzegovinian high school. Forty texts written by individual students, ten per grade, were quantitatively analyzed by applying methods established in previous research. The syntactic portion of the analysis, based on the t-unit analysis introduced by Hunt (1965), was done using the Web-based L2 Syntactic Complexity Analyzer (Lu, 2010), while the semantic portion, largely based on the theory laid out in systemic functional linguistics (Halliday & Matthiessen, 2014), was done using the Web-based Lexical Complexity Analyzer (Ai & Lu, 2010) as well as manual identification of grammatical metaphors. The statistical analysis included tests of variance, correlation, and effect size. It was found that the syntactic and semantic complexity of writing increases in later grades; however, this increase is not consistent across all grades.

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