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

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.

Modeling the Continuance Intention to Use Automated Writing Evaluation Among Chinese EFL Learners

Despite the growing attention being paid to the use of Automated Writing Evaluation (AWE) in China, it is still uncertain what factors lie behind EFL (English-as-a-foreign-language) learners’ continuance intention to use it. To this end, by adding two external factors (i.e., computer self-efficacy and perceived ease of use) to the expectation confirmation model (ECM), we surveyed 345 Chinese EFL learners and tested a number of proposed hypotheses using their response data. Data were analyzed using descriptive statistics and structural equation modeling (SEM). Results demonstrated that four factors directly influenced EFL learners’ continuance intention to use AWE, of which perceived ease of use was the most significant factor. Furthermore, confirmation was the most important factor impacting on EFL learners’ satisfaction and perceived ease of use of AWE. Perceived ease of use of AWE played an important role in influencing EFL learners’ perceived usefulness of AWE. Implications regarding the findings were also discussed.

Gaps in Nutrition Policy Implementation in Childcare Centres in The Edmonton Metropolitan Region: A Cross-Sectional Survey

Purpose: To describe (i) nutrition policies in childcare centres, (ii) the resources and processes used to enable policy implementation, and (iii) the association between policy implementation and childcare centres’ or administrators’ characteristics. Methods: Between October 2018 and June 2019 a web-based survey that addressed nutrition policy, policy implementation, and sociodemographic characteristics was sent to eligible childcare programs (centre-based and provided meals) in the Edmonton (Alberta) metropolitan region. The survey was pretested and pilot tested. Statistical tests examined the relationship between policy implementation with centres’ and administrators’ characteristics. Results: Of 312 childcare centres that received the survey invitation, 43 completed it. The majority of centres had a nutrition policy in place (94%). On average, centres had about 9 of the 17 implementation resources and processes assessed. Most often administrators reported actively encouraging the implementation of the nutrition policy (n = 35; 87%) and least often writing evaluation reports of the implementation of the nutrition policy (n = 9; 22%). Administrator’s education level was associated with implementation total score (p = 0.009; Kruskal-Wallis). Conclusion: Most childcare centres had a nutrition policy in place, but many lacked resources and processes to enable policy implementation. Additional support is required to improve nutrition policy development and implementation.

Review of automated writing evaluation systems

This review generally endeavours to include a brief description of widely used automated writing evaluation systems, an explanation of underlying technologies, working principles and scopes of application, followed by a critical evaluation of the advantages and disadvantages in using these systems in educational contexts. Hopefully, the review would provide implications for language assessment practice and relevant research.

Research on the Application of Intelligent Evaluation and Teacher-student Cooperation Assessment System in Teaching English Writing

Low efficiency in teaching and time-consuming in writing evaluation are two big problems for college English teachers. Therefore, it is necessary to create a new teaching model to solve these problems existing in traditional classroom-based teaching. This research adopts the research methods of test comparison before and after the students’ composition experiment, questionnaire and semi-open interviews. Empirical research on a new teaching model that integrates the intelligent composition review and reform system represented by Piangai.com and the collaborative evaluation of teachers and students is conducted. The research results show that the new writing teaching model improves the quality of students’ writing, promotes students’ learning initiative, and enhances students’ writing self-efficacy. This writing teaching model provides ideas for solving the problem of time-consuming and inefficient English writing teaching in large classes.