Automated Writing Evaluation in EFL Contexts

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2023-09-06 DOI:10.4018/ijcallt.329962

T. Aldosemani, Hussein Assalahi, Areej Lhothali, Maram Albsisi

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引用次数: 0

Abstract

This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate these facets and offer critical insights on AWE effectiveness, feedback quality, reliability, and usefulness. Guided by the research questions, 16 studies were selected, adopting specific inclusion criteria to assess the effectiveness of AWE in enhancing EFL learner writing performance. Recommendations and implications from the reviewed articles regarding AWE implementation were synthesized and discussed. The review concludes that AWE can improve EFL student writing skills, with varying effectiveness based on student proficiency levels. AWE provides quality feedback and can be a reliable and valuable tool. However, despite its effectiveness, human intervention is essential to maximize its outcomes and mitigate limitations.

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英语语境下的自动写作评价

本文探讨了有关AWE反馈的文献，特别是它对提高英语学生写作水平的感知影响。先前的研究强调了AWE在培养学习者自主性和减轻教师工作量方面的贡献，并将重点放在学生对AWE反馈的参与上。本文旨在阐明这些方面，并就AWE的有效性、反馈质量、可靠性和实用性提供重要见解。在研究问题的指导下，我们选择了16项研究，采用特定的纳入标准来评估AWE在提高英语学习者写作表现方面的有效性。综合和讨论了所审查文章中关于AWE实施的建议和影响。这篇综述的结论是，AWE可以提高英语学生的写作技能，其效果取决于学生的熟练程度。AWE提供高质量的反馈，是一个可靠而有价值的工具。然而，尽管其有效性，人为干预对于最大化其结果和减轻局限性至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.