There is increasing evidence that automated writing evaluation (AWE) systems support the teaching and learning of writing in meaningful ways. However, a dearth of research has explored ways that AWE may be integrated within different instructional contexts and examined the associated effects on students’ writing performance. This paper describes the AWE system MI Write and presents results of a mixed-methods study that investigated the integration and implementation of AWE with writing instruction at the middle-school level, examining AWE integration within both a traditional process approach to writing instruction and with strategy instruction based on the Self-Regulated Strategy Development model. Both instructional contexts were evaluated with respect to fostering growth in students’ first-draft writing quality across successive essays as well as students’ and teachers’ experiences and perceptions of teaching and learning with AWE. Multilevel model analyses indicated that during an eight-week intervention students in both instructional contexts exhibited growth in first-draft writing performance and at comparable rates. Qualitative analyses of interview data revealed that AWE’s influence on instruction was similar across contexts; specifically, the introduction of AWE resulted in both instructional contexts taking on characteristics consistent with a framework for deliberate practice.

中文翻译：

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在不同教学环境中实现自动写作评估：混合方法研究

越来越多的证据表明，自动写作评估（AWE）系统以有意义的方式支持写作的教学。然而，缺乏研究已经探索了将AWE整合到不同教学环境中的方法，并研究了对学生写作表现的相关影响。本文介绍了AWE系统MI Write，并提出了一项混合方法研究的结果，该研究调查了中学阶段写作指导与AWE的集成和实现，并在传统的写作指导过程和策略方面研究了AWE集成基于自我调节策略开发模型的指导。评估了这两种教学背景，以促进学生在连续论文中的初稿写作质量以及学生和老师的经验以及对AWE的教与学的看法的提高。多层次模型分析表明，在为期八周的干预中，两种教学方式下的学生在初稿写作表现上均表现出增长，并且增长率相当。对访谈数据的定性分析表明，AWE对教学的影响在不同情况下是相似的。具体来说，AWE的引入导致两种教学情境都具有与故意练习框架一致的特征。多层次模型分析表明，在为期八周的干预中，两种教学方式下的学生在初稿写作表现上均表现出增长，并且增长率相当。对访谈数据的定性分析表明，AWE对教学的影响在不同情况下是相似的。具体来说，AWE的引入导致两种教学情境都具有与故意练习框架一致的特征。多层次模型分析表明，在为期八周的干预中，两种教学方式下的学生在初稿写作表现上均表现出增长，并且增长率相当。对访谈数据的定性分析表明，AWE对教学的影响在不同情况下是相似的。具体来说，AWE的引入导致两种教学情境都具有与故意练习框架一致的特征。