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Voluntary use of automated writing evaluation by content course students
ReCALL ( IF 4.235 ) Pub Date : 2021-03-31 , DOI: 10.1017/s0958344021000021
Aysel Saricaoglu , Zeynep Bilki

Automated writing evaluation (AWE) technologies are common supplementary tools for helping students improve their language accuracy using automated feedback. In most existing studies, AWE has been implemented as a class activity or an assignment requirement in English or academic writing classes. The potential of AWE as a voluntary language learning tool is unknown. This study reports on the voluntary use of Criterion by English as a foreign language students in two content courses for two assignments. We investigated (a) to what extent students used Criterion and (b) to what extent their revisions based on automated feedback increased the accuracy of their writing from the first submitted draft to the last in both assignments. We analyzed students’ performance summary reports from Criterion using descriptive statistics and non-parametric statistical tests. The findings showed that not all students used Criterion or resubmitted a revised draft. However, the findings also showed that engagement with automated feedback significantly reduced users’ errors from the first draft to the last in 11 error categories in total for the two assignments.

中文翻译:

内容课程学生自愿使用自动写作评估

自动写作评估 (AWE) 技术是常用的辅助工具,可帮助学生使用自动反馈提高语言准确性。在大多数现有研究中,AWE 已作为课堂活动或英语或学术写作课程的作业要求实施。AWE 作为自愿语言学习工具的潜力尚不清楚。本研究报告了英语作为外语学生在两门内容课程中为两项作业自愿使用标准。我们调查了 (a) 学生在多大程度上使用了 Criterion,以及 (b) 他们基于自动反馈的修改在多大程度上提高了他们在两个作业中从第一次提交的草稿到最后提交的写作的准确性。我们使用描述性统计和非参数统计测试分析了来自 Criterion 的学生成绩总结报告。调查结果表明,并非所有学生都使用 Criterion 或重新提交修订草案。然而,调查结果还表明,在两项作业中,在总共 11 个错误类别中,自动反馈的参与显着减少了用户从初稿到最后一稿的错误。
更新日期:2021-03-31
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