Automated writing evaluation (AWE) systems have attracted much attention for their efficiency in feedback provision and automated essay scoring in language classrooms. However, teachers’ roles in this technology-enhanced environment and their potential impact on students’ writing development are still under-investigated. To fill this gap, this classroom-based study examined three English as a second language (ESL) teacher’s perceptions and uses of Criterion®, an AWE system developed by Educational Testing Service (ETS), in four ESL writing classes at a large Midwestern U.S. university. Student’s writing performance data, including submission behaviors, revision types, and progress in grammatical accuracy, were then analyzed in light of teachers’ perceptions and reported uses of Criterion. The results indicate that the teachers took different approaches to integrating Criterion in their classes, which, in turn, was reflected in observable differences in students’ essay submission frequencies on Criterion, revision types, and changes in error rates. The findings shed light on the importance of teacher agency and cognition in technology-supported ESL classrooms. Implications for teaching English writing with AWE systems are discussed.

自动写作评估（AWE）系统因其在语言教室中提供反馈和自动作文评分的效率而备受关注。但是，在这种技术增强的环境中，教师的角色及其对学生写作发展的潜在影响仍未得到充分研究。为了填补这一空白，这项基于课堂的研究在美国中西部一个大型的四个ESL写作班中，考察了三名英语作为第二语言（ESL）老师对Criterion®的看法和使用情况，该标准是由Educational Testing Service（ETS）开发的AWE系统。大学。然后，根据教师的看法和报告的标准使用情况，分析学生的写作表现数据，包括投稿行为，修订类型和语法准确度进展。结果表明，教师采用不同的方法将“标准”整合到他们的班级中，这又反映在学生关于“标准”，修订类型和错误率变化的论文提交频率上可观察到的差异上。研究结果揭示了在技术支持的ESL教室中教师代理和认知的重要性。讨论了使用AWE系统进行英语写作教学的含义。