BEYOND THE DESIGN OF AUTOMATED WRITING EVALUATION: PEDAGOGICAL PRACTICES AND PERCEIVED LEARNING EFFECTIVENESS IN EFL WRITING CLASSES

dc.creator	Chi-Fen Emily Chen
dc.creator	Wei-Yuan Eugene Cheng
dc.date	2008-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:08Z
dc.date.available	2015-07-20T22:07:08Z
dc.identifier	1094-3501
dc.identifier	https://doaj.org/article/f624318abe3e4c1ba930a3a0659404a1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10975
dc.description	Automated writing evaluation (AWE) software is designed to provide instant computer-generated scores for a submitted essay along with diagnostic feedback. Most studies on AWE have been conducted on psychometric evaluations of its validity; however, studies on how effectively AWE is used in writing classes as a pedagogical tool are limited. This study employs a naturalistic classroom-based approach to explore the interaction between how an AWE program, MY Access!, was implemented in three different ways in three EFL college writing classes in Taiwanand how students perceived its effectiveness in improving writing. The findings show that, although the implementation of AWE was not in general perceived very positively by the three classes, it was perceived comparatively more favorably when the program was used to facilitate students’ early drafting and revising process, followed by human feedback from both the teacher and peers during the later process. This study also reveals that the autonomous use of AWE as a surrogate writing coach with minimal human facilitation caused frustration to students and limited their learning of writing. In addition, teachers’ attitudes toward AWE use and their technology-use skills, as well as students’ learner characteristics and goals for learning to write, may also play vital roles in determining the effectiveness of AWE. With limitations inherent in the design of AWE technology, language teachers need to be more critically aware that the implementation of AWE requires well thought-out pedagogical designs and thorough considerations for its relevance to the objectives of the learning of writing.
dc.language	English
dc.publisher	University of Hawaii
dc.relation	http://llt.msu.edu/vol12num2/chencheng.pdf
dc.relation	https://doaj.org/toc/1094-3501
dc.source	Language Learning and Technology, Vol 12, Iss 2, Pp 94-112 (2008)
dc.subject	Instructional Design
dc.subject	Testing
dc.subject	Writing
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.title	BEYOND THE DESIGN OF AUTOMATED WRITING EVALUATION: PEDAGOGICAL PRACTICES AND PERCEIVED LEARNING EFFECTIVENESS IN EFL WRITING CLASSES
dc.type	article