In the Face of Fallible AWE Feedback: How Do Students Respond?

Autor/inn/en	Bai, Lifang; Hu, Guangwei
Titel	In the Face of Fallible AWE Feedback: How Do Students Respond?
Quelle	In: Educational Psychology, 37 (2017) 1, S.67-81 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1223275
Schlagwörter	Computer Assisted Testing; Writing Evaluation; Automation; Essay Tests; English (Second Language); Second Language Instruction; Second Language Learning; Feedback (Response); Accuracy; Foreign Countries; Undergraduate Students; Student Attitudes; Revision (Written Composition); Responses; Student Surveys; Likert Scales; Semi Structured Interviews; Outcomes of Education; Grammar; Writing Improvement; Statistical Analysis; Qualitative Research; China + Suchen Sie Ihr Suchwort? Schriftlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Schülerverhalten; Korrektur; Schülerbefragung; Likert-Skala; Lernleistung; Schulerfolg; Grammatik; Statistische Analyse; Qualitative Forschung
Abstract	Automated writing evaluation (AWE) systems can provide immediate computer-generated quantitative assessments and qualitative diagnostic feedback on an enormous number of submitted essays. However, limited research attention has been paid to locally designed AWE systems used in English as a foreign language (EFL) classroom contexts. This study explored the precision of feedback provided by a Chinese AWE programme "Pigai" and students' uptake of such feedback. Data comprising "Pigai" feedback, students' revised submissions, incorporated "Pigai" suggestions and proportions of "good", "neutral" and "bad" revisions were collected from 210 drafts by 30 undergraduate students in an EFL writing class. Results show that (1) the precision rates of AWE feedback differed across categories of feedback (i.e. grammar, collocations and mechanics); (2) students were selective in their utilisation of AWE feedback and able to adjust their uptake of AWE suggestions according to the accuracy of the feedback. Survey and interview data demonstrated that the students were cognisant of the strengths and limitations of the AWE system as a source of feedback for improving their writing. These results indicate that AWE feedback can usefully supplement peer and instructor feedback in the EFL writing classroom but cannot replace the latter, given the low precision and accuracy rates of the former in identifying a range of errors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01