scholarly journals Automated Writing Evaluation: The Accuracy of Grammarly’s Feedback on Form

2021 ◽  
Keyword(s):  
Writing Evaluation ◽  
Automated Writing Evaluation

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

Human Systems Engineering and Educational Technology

2018 ◽  
pp. 2028-2062
Author(s):  
Rod D. Roscoe ◽  
Russell J. Branaghan ◽  
Nancy J. Cooke ◽  
Scotty D. Craig
Keyword(s):  
Educational Technology ◽  
Systems Engineering ◽  
Participatory Design ◽  
Cognitive Task ◽  
Science Research ◽  
Educational Technologies ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Principles Of Learning ◽  
Human Systems

The design and development of educational technologies is a complex, interdisciplinary endeavor. Learning science research reveals principles of learning and instruction, and advances in computer science implement these principles in innovative technologies. This chapter promotes a complementary discipline—human systems engineering or “user science”—that emphasizes designing with human users' goals, needs, capabilities, and limitations in mind. Systematic and iterative human systems engineering should contribute to educational technologies that are more functional, usable, desirable, and ultimately more effective. The authors overview key human systems engineering principles (e.g., usability and user experience) and methods (e.g., cognitive task analysis, contextual inquiry, heuristic evaluation, and participatory design), and then consider example applications from research on automated writing evaluation technologies. The chapter concludes with broad research questions posed to researchers, developers, and educators in the field of educational technology.

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