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| The Journal of Asia TEFL |
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  Past Issues |
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Go List
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| Volume 21 Number 3, Autumn 2024, Pages 520-759 |
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Exploring the Influence of Automated Writing Evaluation on Teacher Feedback and Student Writing Performance
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Pyung-hwa Jung & Hee-Kyung Lee
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The purpose of this study is to investigate the impact of using an Automated Writing Evaluation (AWE) program in a Korean high school on both teacher feedback and learner writing performance. Twenty-six students were divided into two groups: one receiving integrated feedback from the AWE program and the teacher, and the other receiving feedback solely from the teacher. Results indicated that using the AWE program reduced the quantity of feedback provided by the teacher, thus decreasing the time and effort required for feedback. Specifically, the teacher's burden in providing lower-level feedback was significantly alleviated. The AWE program excelled in correcting grammar and spelling errors, while the teacher focused on context-specific issues. Analysis of students' essays on five analytic writing features revealed that, although there were no significant differences in overall analytic writing scores between groups, the integrated feedback group showed significant improvement in vocabulary and mechanics, whereas the teacher-only group improved in organization. Further pedagogical suggestions and implications are discussed based on the results.
Keywords: automated writing evaluation program, corrective feedback, second language writing |
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The Journal of Asia TEFL
