{"title":"Effects of Automated Feedback on English as a Foreign Language Learners’ Writing Performance: Evidence from a Quasi-experiment","authors":"Giang Thi Linh Hoang","doi":"10.1177/00336882241268359","DOIUrl":null,"url":null,"abstract":"Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882241268359","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0
Abstract
Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.
期刊介绍:
The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.