Investigating effects of automated feedback on EFL students' reflective learning skills

Abstract

This paper explores and discusses the effects of automated feedback on English as Foreign Language (EFL) students' reflective learning skills demonstrated in their reflective journals. Primary data was collected from reflective journals and essays prepared by 138 Chinese undergraduate students in an English language course over a period of 3 months. Participants were divided into the experimental (N = 82) and control (N = 56) groups. Both groups received the same class instruction from the same teacher, but only those in the experimental group was given access to the automated feedback on their reflective journals. The study reveals that the experimental group achieved a significant improvement in their reflective learning skills across different journals while the control group did not. It is also found that participants who demonstrated a higher level of analytical skills in their reflective journals tended to achieve a higher essay grade. The findings suggest that automated feedback can be a valuable tool in developing students' reflective learning skills, and show a positive link between reflective learning skills and essay writing skills.