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 Exploring the Feedback Quality of an Automated Writing Evaluation System Pigai

2021 ◽  
Vol 16 (11) ◽  
pp. 322
Author(s):  
Jianmin Gao
Keyword(s):  
Evaluation System ◽  
Teaching And Learning ◽  
Final Exam ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Writing Practices ◽  
Feedback Quality ◽  
Lexical Errors ◽  
Daily Writing

The study made an exploration of the feedback quality of an Automated Writing Evaluation system (AWE) Pigai, which has been widely applied in English teaching and learning in China. The study not only focused on the diagnostic precision of the feedback but also investigated the students’ perceptions of the feedback use in their daily writing practices. Taking 104 university students’ final exam essays as the research materials, the paired sample t-test was conducted to compare the mean number of errors identified by Pigai and professional teachers. It was found that Pigai feedback could not so well diagnose the essays as the human feedback given by the experienced teachers, however, it was quite competent in identifying lexical errors. The analysis of students’ perceptions indicated that most students thought Pigai feedback was multi-functional, but it was inadequate in identifying the collocation errors and giving suggestions in syntactic use. The implications and limitations of the study were discussed at the end of the paper.

scholarly journals An AWE-Based Diagnosis of L2 English Learners’ Written Errors

2020 ◽  
Vol 13 (10) ◽  
pp. 111
Author(s):  
Jiun-Iung Lei
Keyword(s):  
Error Analysis ◽  
English Learners ◽  
Error Diagnosis ◽  
School Students ◽  
Future Studies ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Sentence Level ◽  
Hierarchical Levels ◽  
New Perspective

While Automated Writing Evaluation (AWE) can perform an error diagnosis (Chen & Cheng, 2008), previous studies used to exclude it from the process of error analysis. This study aimed to examine the reactions of Grammarly Premium towards a group of night school students’ English writings at a Taiwanese technical university. The participants of the research produced 175 essays. The researcher checked the data against the AWE program. 1042 errors were detected and classified into 40 types. The 40 types of errors were at three hierarchical levels: a word and phrase level, a sentence level, and a discourse level. This study suggested future studies to view AWE’s functions in a new perspective and find it a space in the process of error diagnosis.

scholarly journals Structural Analysis of Higher Education Institutions’ Research Introductions

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Salvador C. Dela Peña III
Keyword(s):  
Content Analysis ◽  
Practical Importance ◽  
Research Articles ◽  
Research Writing ◽  
Writing Quality ◽  
Research Article ◽  
Writing Research ◽  
Standard Structure ◽  
Published Research

In writing a research article, the introduction seems to be the hardest part to write. In fact, many research articles are found to have insufficient introduction, lacking some important elements of a quality introduction. Hence, this study was conducted to assess through content analysis the quality of the introduction of published articles authored by researchers in Mindanao. Fifty samples were analyzed based on the widely accepted standards for writing the introduction. Descriptive statistics was used in the analysis of the data. Findings reveal that most of the introduction samples had missing elements of a quality introduction. The most missed out element was a statement establishing a gap to indicate academic importance, followed by a statement of the practical importance of the study and general statement of the problem of the study. As to the structure of the introduction, most of the samples followed the standard structure, proceeding from general to specific statements. The findings imply that many published research articles by researchers in Mindanao have introductions that do not meet the standards for writing quality introduction, hence the need to reorient researchers to the basics of writing a good introduction.Keywords – Research writing, introduction, writing research introduction, elements of the introduction, content analysis, Philippines

scholarly journals The Analysis of Argument-Counterargument Structure in Chinese EFL Learners’ Argumentative Writing

2017 ◽  
Vol 7 (3) ◽  
pp. 121 ◽  
Author(s):  
Fangyuan Du
Keyword(s):  
Argument Structure ◽  
Claim Data ◽  
The Other ◽  
Efl Learners ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Chinese University ◽  
Argumentative Essays ◽  
Essay Quality

This study aims to analyze argument-counterargument structure of English argumentative essays written by Chinese EFL university students, based on the adapted Toulmin’s (2003) model of the argument structure constituting four elements (i.e. claim, data, counterargument and rebuttal). It also measures whether there is a correlation between the use of counterargument structure and the participants’ overall essay quality assessed by an online AWE (Automated Writing Evaluation) program. Three hundred and ninety students with various majors in a Chinese university submitted their argumentative essays in English online. The results demonstrated that half of the participants developed a one-sided model of argumentation while the other half of them used argument-counterargument structure in their essays. The participants’ use of counterarguments affected the overall quality of their essays. Pedagogical implications of these findings are also discussed.

scholarly journals Early evaluation of the transition from an analog to an electronic surgical logbook system in Sierra Leone

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sophia Sung ◽  
Hilde Hørthe ◽  
Øyvind Veel Svendsen ◽  
Alex J. van Duinen ◽  
Øyvind Salvesen ◽  
...  
Keyword(s):  
Low Income ◽  
Early Stage ◽  
Income Country ◽  
Structured Interviews ◽  
User Friendliness ◽  
Documentation System ◽  
Hospital Records ◽  
Early Evaluation ◽  
Low Income Country

Abstract Background Surgical logbooks are a commonly used tool for quality assurance of surgical training. Electronic logbooks are increasingly applied in low-resource settings, but there is limited research on their quality. The aim of this study is to evaluate the quality of an app-based surgical e-logbook system shortly after its implementation in a low-income country and to identify potential areas of improvement for the system. Methods Entries in the e-logbook system were cross-checked with hospital records and categorized as matched or overreported. Moreover, the hospital records were checked for underreported procedures. Additionally, semi-structured interviews were conducted with users of the e-logbook system. Results A total of 278 e-logbook database entries and 379 procedures in the hospital records from 14 users were analyzed. Matches were found in the hospital records for 67.3% of the database entries. Moreover, 32.7% of the database entries were overreported and 50.7% of the procedures in the hospital records were underreported. A previous study of an analog surgical logbook system in the same setting estimated that 73.1% of the entries were matches or close matches. Interviews with 12 e-logbook users found overall satisfaction but also identified potential areas of improvement, including the need for more training in the use of the system, modifications to improve user-friendliness, and better access to the necessary technology. Conclusions A reliable documentation system is necessary to evaluate the quality of health workforce training. The early evaluation of a surgical e-logbook system in a low-income country showed that the collected data should be approached with caution. The quantitative analysis suggests that the e-logbook system needs to be improved in terms of accuracy. In interviews, users reported that digitalization of the logbook system was a much-needed innovation but also identified important areas of improvement. Recognition of these aspects at an early stage facilitates guidance and adjustment of further implementation and might improve the accuracy of the system.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

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