Genre-based Automated Writing Evaluation for L2 Research Writing: From Design to Evaluation and Enhancement

2017 ◽  
Vol 45 ◽  
pp. 110-111
Author(s):  
Christine Rosalia
Keyword(s):  
Research Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation

Learner Fit in Scaling Up Automated Writing Evaluation

2013 ◽  
Vol 3 (3) ◽  
pp. 77-98 ◽  
Author(s):  
Elena Cotos ◽  
Sarah Huffman
Keyword(s):  
Early Stage ◽  
Individual Characteristics ◽  
Design Development ◽  
Research Writing ◽  
User Friendliness ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Research Article ◽  
Sentence Level

Valid evaluations of automated writing evaluation (AWE) design, development, and implementation should integrate the learners’ perspective in order to ensure the attainment of desired outcomes. This paper explores the learner fit quality of the Research Writing Tutor (RWT), an emerging AWE tool tested with L2 writers at an early stage of its development. Employing a mixed-methods approach, the authors sought to answer questions regarding the nature of learners’ interactional modifications with RWT and their perceptions of appropriateness of its feedback about the communicative effectiveness of research article Introductions discourse. The findings reveal that RWT’s move, step, and sentence-level feedback provides various opportunities for learners to engage with the revision task at a useful level of difficulty and to stimulate interaction appropriate to their individual characteristics. The authors also discuss insights about usefulness, user-friendliness, and trust as important concepts inherent to appropriateness.

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.

Validity arguments for diagnostic assessment using automated writing evaluation

2015 ◽  
Vol 32 (3) ◽  
pp. 385-405 ◽  
Author(s):  
Carol A. Chapelle ◽  
Elena Cotos ◽  
Jooyoung Lee
Keyword(s):  
Diagnostic Assessment ◽  
Writing Evaluation ◽  
Automated Writing Evaluation
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