A Review of the Effects of Automated Writing Evaluation on Learners’ English Writing Ability

Research Article
Open access

A Review of the Effects of Automated Writing Evaluation on Learners’ English Writing Ability

Chenyi Cao 1* , Ziheng Wang 2
  • 1 Nanjing Forestry University    
  • 2 Guangzhou Experimental Foreign Language School    
  • *corresponding author emhtiwy@njfu.edu.cn
Published on 26 October 2023 | https://doi.org/10.54254/2753-7048/13/20230874
LNEP Vol.13
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-83558-051-6
ISBN (Online): 978-1-83558-052-3

Abstract

With the aid of advanced technology and the popularity of electronic devices, more and more English learners use automated writing evaluation (AWE) tools as an aid in their English writing. AWE tools score written works and analyze them, which provide immediate feedback and personal suggestions on how to correct errors in terms of grammar, punctuation, and other aspects. Using AWE tools for scoring papers offer privacy and convenience for students, and teachers in high schools and universities widely use these AWE tools to assist their courses. Therefore, a lot of research based on the usage, effects, and advantages of AWE tools is done. This paper critically reviews 20 papers related to AWE tools in three different aspects—students’ test performance, learners’ revision, and their writing self-efficacy. These papers include a comparison of students’ test results (both before and after using AWE tools), interviews about students’ opinions on AWE tools, and an analysis of how AWE tools help English learners enhance their writing ability. The authors believe that great benefits from different aspects of improving students’ overall writing skills are shown when using AWE tools. However, the degree of influence varies in students’ English proficiency.

Keywords:

automated writing evaluation, english writing, writing self-efficacy, student revision

Cao,C.;Wang,Z. (2023). A Review of the Effects of Automated Writing Evaluation on Learners’ English Writing Ability. Lecture Notes in Education Psychology and Public Media,13,160-165.
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References

[1]. Parra G, L., & Calero S, X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209-226.

[2]. Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1–18.

[3]. Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109.

[4]. Wang, Y.-J., Shang, H.-F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students’ writing. Computer Assisted Language Learning, 26(3), 234–257.

[5]. Chen, C. F. E., & Cheng, W. Y. E. C. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes.

[6]. Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. The Journal of Technology, Learning and Assessment, 8(6).

[7]. Wilson, J., & Roscoe, R. D. (2020). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research, 58(1), 87–125.

[8]. Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634.

[9]. Lee, Y. J. (2020). The Long-Term Effect of Automated Writing Evaluation Feedback on Writing Development. English Teaching, 75(1), 67-92.

[10]. Jingxin, G., & Razali, A. B. (2020). Tapping the potential of pigai Automated Writing Evaluation (AWE) program to give feedback on EFL writing. Universal Journal of Educational Research, 8(12B), 8334-8343.

[11]. Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. 42.

[12]. Lv, X., Ren, W., & Xie, Y. (2021). The Effects of Online Feedback on ESL/EFL Writing: A Meta-Analysis. The Asia-Pacific Education Researcher, 30(6), 643–653.

[13]. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38.

[14]. Li, Z., & Yan, D. (2020, April). Effect of pigai. org on English majors’ writing self-efficacy and writing performance. In Journal of Physics: Conference Series (Vol. 1533, No. 4, p. 042086). IOP Publishing.

[15]. Li, R. (2021). Modeling the continuance intention to use automated writing evaluation among Chinese EFL learners. SAGE Open, 11(4), 21582440211060782.

[16]. Li, R., Meng, Z., Tian, M., Zhang, Z., Ni, C., & Xiao, W. (2019). Examining EFL learners’ antecedents on the adoption of automated writing evaluation in China. Computer Assisted Language Learning, 32(7), 784-804.

[17]. Xu, J., & Zhang, S. (2022). Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective. The Asia-Pacific Education Researcher, 31(4), 357–367.

Cite this article

Cao,C.;Wang,Z. (2023). A Review of the Effects of Automated Writing Evaluation on Learners’ English Writing Ability. Lecture Notes in Education Psychology and Public Media,13,160-165.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries

ISBN：978-1-83558-051-6(Print) / 978-1-83558-052-3(Online)
Editor：Javier Cifuentes-Faura, Enrique Mallen
Conference website: https://www.iceipi.org/
Conference date: 7 August 2023
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.13
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Parra G, L., & Calero S, X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209-226.

[2]. Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, 1–18.

[3]. Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109.

[4]. Wang, Y.-J., Shang, H.-F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students’ writing. Computer Assisted Language Learning, 26(3), 234–257.

[5]. Chen, C. F. E., & Cheng, W. Y. E. C. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes.

[6]. Grimes, D., & Warschauer, M. (2010). Utility in a fallible tool: A multi-site case study of automated writing evaluation. The Journal of Technology, Learning and Assessment, 8(6).

[7]. Wilson, J., & Roscoe, R. D. (2020). Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research, 58(1), 87–125.

[8]. Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634.

[9]. Lee, Y. J. (2020). The Long-Term Effect of Automated Writing Evaluation Feedback on Writing Development. English Teaching, 75(1), 67-92.

[10]. Jingxin, G., & Razali, A. B. (2020). Tapping the potential of pigai Automated Writing Evaluation (AWE) program to give feedback on EFL writing. Universal Journal of Educational Research, 8(12B), 8334-8343.

[11]. Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. 42.

[12]. Lv, X., Ren, W., & Xie, Y. (2021). The Effects of Online Feedback on ESL/EFL Writing: A Meta-Analysis. The Asia-Pacific Education Researcher, 30(6), 643–653.

[13]. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38.

[14]. Li, Z., & Yan, D. (2020, April). Effect of pigai. org on English majors’ writing self-efficacy and writing performance. In Journal of Physics: Conference Series (Vol. 1533, No. 4, p. 042086). IOP Publishing.

[15]. Li, R. (2021). Modeling the continuance intention to use automated writing evaluation among Chinese EFL learners. SAGE Open, 11(4), 21582440211060782.

[16]. Li, R., Meng, Z., Tian, M., Zhang, Z., Ni, C., & Xiao, W. (2019). Examining EFL learners’ antecedents on the adoption of automated writing evaluation in China. Computer Assisted Language Learning, 32(7), 784-804.

[17]. Xu, J., & Zhang, S. (2022). Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective. The Asia-Pacific Education Researcher, 31(4), 357–367.

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