Abstract

Despite the building up of research on the adoption of automated writing evaluation (AWE) systems, the differential effects of automated written corrective feedback (AWCF) on errors with different severity levels and gains across writing tasks remain unclear. Thus, this study fills in the vacuum by examining how AWCF through Grammarly affects college students’ overall writing accuracy and errors with different severity levels. Using a quasi-experimental design, the findings demonstrate the potentials of AWCF in improving students’ writing accuracy. The results were primarily attributed to the ability of AWCF to promote noticing, provide an adaptive metalinguistic explanation, and engage students in self-directed learning. Nonetheless, some challenges were reported, such as overcorrection, cognitive overload, and limited metalinguistic explanation. Implications for writing pedagogy and future studies are discussed.

摘要

尽管在采用自动写作评估 (AWE) 系统方面进行了研究，但自动书面纠正反馈 (AWCF) 对不同严重程度的错误的不同影响以及跨写作任务的收益仍不清楚。因此，本研究通过检查 AWCF 通过 Grammarly 如何影响大学生的整体写作准确性和不同严重程度的错误来填补真空。使用准实验设计，研究结果证明了 AWCF 在提高学生写作准确性方面的潜力。结果主要归功于 AWCF 促进注意、提供适应性元语言解释以及让学生参与自主学习的能力。尽管如此，还是报告了一些挑战，例如过度矫正、认知超载和有限的元语言解释。