The present study used a focus group methodology to qualitatively explore elementary writing teachers' attitudes and experiences using an automated writing evaluation (AWE) system called MI Write as part of a districtwide implementation of MI Write in Grades 3–5 in 14 elementary schools. We used activity theory as a theoretical framework to answer the following research questions: In what ways do teachers perceive AWE to mediate their own, and their students', activity in the elementary writing classroom? How, and in what ways, do teachers perceive AWE to transform the teaching and learning of writing? Using an inductive coding method, four themes emerged that highlight the complexities of using AWE to support instruction: (1) AWE both assists and challenges teachers; (2) AWE influences students’ writing motivation and independence in complex ways; (3) AWE functionality may create new instructional challenges; (4) AWE implementation and efficacy is influenced by broader aspects of the instructional activity system. Findings have implications for informing district and school stakeholders interested in the use of AWE to support writing outcomes, advancing research on AWE, and for guiding the design of AWE systems.

本研究使用焦点小组方法，通过称为MI Write的自动写作评估（AWE）系统定性地探索了初级写作教师的态度和经验，该系统是14个小学在3到5年级实施MI Write的全区范围的一部分。我们使用活动理论作为理论框架来回答以下研究问题：教师在小学写作课堂中会以什么方式认为AWE调解自己和学生的活动？教师如何以及以何种方式感知AWE来改变写作的教与学？使用归纳编码方法，出现了四个主题，突出了使用AWE来支持教学的复杂性：（1）AWE既可以帮助教师，也可以挑战教师；（2）AWE以复杂的方式影响学生的写作动机和独立性；（3）AWE功能可能会带来新的教学挑战；（4）AWE的实施和效果受教学活动系统更广泛的方面的影响。这些发现对于通知对使用AWE有兴趣的地区和学校利益相关者有帮助，以支持写作成果，推进有关AWE的研究，并指导AWE系统的设计。