Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 3 |
| Since 2017 (last 10 years) | 5 |
| Since 2007 (last 20 years) | 7 |
Descriptor
Source
| Language Learning & Technology | 7 |
Author
| Chen, Weichao | 1 |
| Chen, Zhenzhen | 1 |
| Han, Sumi | 1 |
| Jia, Jiyou | 1 |
| Jin, Tan | 1 |
| Kahng, Jimin | 1 |
| Lai, Chun | 1 |
| Lavolette, Elizabeth | 1 |
| Le, Huixiao | 1 |
| Liang, Mei-Ya | 1 |
| Liu, Fengkai | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 6 |
| Tests/Questionnaires | 5 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 7 |
| Postsecondary Education | 4 |
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| China | 3 |
| South Korea (Seoul) | 1 |
| Taiwan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| International English… | 1 |
| Test of English as a Foreign… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChen, Zhenzhen; Chen, Weichao; Jia, Jiyou; Le, Huixiao – Language Learning & Technology, 2022
Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a…
Descriptors: Writing Instruction, Writing Processes, Teaching Methods, Learning Strategies
Shi, Zhan; Liu, Fengkai; Lai, Chun; Jin, Tan – Language Learning & Technology, 2022
Automated Writing Evaluation (AWE) systems have been found to enhance the accuracy, readability, and cohesion of writing responses (Stevenson & Phakiti, 2019). Previous research indicates that individual learners may have difficulty utilizing content-based AWE feedback and collaborative processing of feedback might help to cope with this…
Descriptors: Writing Instruction, Writing Evaluation, Feedback (Response), Accuracy
Liu, Sha; Yu, Guoxing – Language Learning & Technology, 2022
This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…
Descriptors: Eye Movements, Second Language Learning, Second Language Instruction, Feedback (Response)
Ziegler, Nicole – Language Learning & Technology, 2018
Research suggests that pre-task planning time provides learners with opportunities to formulate, organize, and mentally store content, thereby freeing up attentional resources during tasks (Skehan, Xiaoyue, Qian, & Wang, 2012). However, relatively few studies to date have investigated pre-task planning in a synchronous computer-mediated…
Descriptors: Second Language Learning, Second Language Instruction, Accuracy, Language Fluency
Han, Sumi; Shin, Jeong-Ah – Language Learning & Technology, 2017
This mixed-method study examines the effectiveness of teaching Google search techniques (GSTs) to Korean EFL college students in an intermediate-level academic English writing course. 18 students participated in a 4-day GST workshop consisting of an overview session of the web as corpus and Google as a concordancer, and three training sessions…
Descriptors: Search Engines, Search Strategies, Academic Discourse, Second Language Instruction
Lavolette, Elizabeth; Polio, Charlene; Kahng, Jimin – Language Learning & Technology, 2015
Various researchers in second language acquisition have argued for the effectiveness of immediate rather than delayed feedback. In writing, truly immediate feedback is impractical, but computer-assisted feedback provides a quick way of providing feedback that also reduces the teacher's workload. We explored the accuracy of feedback from…
Descriptors: Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Accuracy
Liang, Mei-Ya – Language Learning & Technology, 2010
In recent years, synchronous online peer response groups have been increasingly used in English as a foreign language (EFL) writing. This article describes a study of synchronous online interaction among three small peer groups in a Taiwanese undergraduate EFL writing class. An environmental analysis of students' online discourse in two writing…
Descriptors: Peer Evaluation, English (Second Language), Second Language Learning, Computer Mediated Communication
