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ERIC Number: EJ1338608
Record Type: Journal
Publication Date: 2022-Aug
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0119-5646
EISSN: N/A
Available Date: N/A
Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective
Xu, Jinfen; Zhang, Shanshan
Asia-Pacific Education Researcher, v31 n4 p357-367 Aug 2022
Automated writing evaluation (AWE) systems have been increasingly incorporated in L2 writing instruction. However, how the instructional use of AWE influences learners' writing has remained inconclusive partly due to variations in heterogeneous learners. Underpinned by a sociocultural theory, this classroom-based study was to understand how English learners of different proficiency levels differed in their written products measured by complexity, accuracy and fluency, multiple revisions, and the perceived usefulness after 15-week instructional use of AWE. The results showed that disparity in writing accuracy of learners with different proficiency levels greatly reduced after the mandatory use of AWE feedback, but syntactic complexity and fluency remained unchanged. Meanwhile, perceived usefulness of AWE feedback was contingent on language proficiency. Limitations and pedagogical implications were also discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A