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Research-publishing.net, Paper presented at the 2015 EUROCALL Conference (22nd, Padova, Italy, Aug 26-29, 2015)

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted classroom in Chinese higher educational institutions. The function of Corrective Feedback (CF) provided by the "Pigai" system, i.e. a web-based AWE tool in China (http://www.pigai.org/), can be reflected on the students' writing scripts. To measure if AWE-based CF is beneficial to EFL learners in improving their writing skill as well as learner autonomy, a study was carried out based on the "Pigai" system in a web-based college English course which focuses on developing learners' output abilities. The correlated data and feedback showed that the application of AWE-based CF, i.e. 10-minute online writing performance, did have a marked impact on EFL learners' writing skill and learner autonomy. In this paper, the effects of using the AWE system and its CF on students' efficacy in English writing as well as its pedagogical effectiveness will be discussed. Learners' perceptions toward AWE-based CF and the effective use of AWE tools in EFL contexts will also be covered. [For full proceedings, see ED564162.]

Descriptors: Writing Evaluation, Automation, Feedback (Response), English (Second Language), Second Language Learning, Writing Skills, Skill Development, Foreign Countries, Personal Autonomy, College Students, Higher Education, Web Based Instruction, Online Courses, Instructional Effectiveness, Writing Attitudes, Writing Improvement, Gender Differences

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Author: Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=751&id=ED564208







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