Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom

Autor/inn/en	Woodworth, Johanathan; Barkaoui, Khaled
Titel	Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom
Quelle	In: TESL Canada Journal, 37 (2020) 2, S.234-247 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Writing Evaluation; Feedback (Response); Error Correction; Second Language Instruction; Second Language Learning; Computer Software; Writing Instruction; Accuracy; Error Patterns; Teacher Role; English (Second Language); Educational Benefits; Language Teachers; Student Motivation; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Korrektur; Fremdsprachenunterricht; Zweitsprachenerwerb; Schreibunterricht; Fehlertyp; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsertrag; Language teacher; Sprachunterricht; Schulische Motivation; Computer based training; Computerunterstützter Unterricht
Abstract	While feedback is widely considered essential for second language (L2) writing development (Bitchener & Ferris, 2012), teachers may not always be able to provide their learners with immediate and frequent corrective feedback. Automated writing evaluation (AWE) systems can help respond to this challenge by providing L2 learners with written corrective feedback (WCF) instantaneously and as frequently as needed both inside and outside the ESL classroom. Proponents of the use of AWE systems argue that these systems can facilitate more writing practice, increase learner motivation and accuracy, and promote learner autonomy. Critics argue that AWE systems cannot give individualized feedback, are prone to errors, can diminish the role of the teacher, and warp students' notions of good writing. As a compromise, it is recommended to use feedback from AWE systems to complement, rather than replace, teacher WCF. In this perspectives paper, we discuss the main benefits and drawbacks of using AWE to provide WCF in the ESL classroom. We conclude by arguing that, when used judiciously and effectively to complement teacher feedback, WCF from AWE systems can support teachers' work and enhance learners' writing motivation and development in the ESL classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01