Exploring University Writing Feedback Systems － Analysis of Training Materials for Tutors at American University Writing Centers

Over the years, a number of systems have been developed or adapted for use in grading the work of students in written business communication courses. Although the "perfect" system most likely has not been developed, a number of those currently used fulfill theirgoal of helping students become more profi cientwriters. Some systems undoubtedly fulfill their goal more effectively than others, however. Regardless of which feedback system an instructor uses, he/she needs to be aware of its advantages and disadvantages as well as ways to maximize its effectiveness. This article provides a review of three different systems: written comments, conferences, and peer evaluation.

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On the stability of limit cycles in nonlinear feedback systems: Analysis using describing functions

10.1109/cdc.1982.268286 ◽

1982 ◽

Author(s):

R. Miller ◽

A. Michel ◽

Gary Krenz

Keyword(s):

Limit Cycles ◽

Systems Analysis ◽

Nonlinear Feedback ◽

Feedback Systems ◽

Describing Functions ◽

The Stability ◽

Nonlinear Feedback Systems

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The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts

English Language Teaching ◽

10.5539/elt.v14n12p189 ◽

2021 ◽

Vol 14 (12) ◽

pp. 189

Author(s):

Ameni Benali

Keyword(s):

Language Learning ◽

Feedback Systems ◽

Technology In The Classroom ◽

Writing Evaluation ◽

Constructive Feedback ◽

Automated Writing Evaluation ◽

Writing Feedback ◽

Automated Feedback ◽

Essay Quality ◽

The Impact

It is undeniable that attempts to develop automated feedback systems that support and enhance language learning and assessment have increased in the last few years. The growing demand for using technology in the classroom and the promotions provided by automated- written-feedback program developers and designers, drive many educational institutions to acquire and use these tools for educational purposes (Chen & Cheng, 2008). It remains debatable, however, whether students’ use of these tools leads to improvement in their essay quality or writing outcomes. In this paper I investigate the affordances and shortcomings of automated writing evaluation (AWE) on students’ writing in ESL/EFL contexts. My discussion shows that AWE can improve the quality of writing and learning outcomes if it is integrated with and supported by human feedback. I provide recommendations for further research into improving AWE tools to give more effective and constructive feedback.

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