The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis

Autor/inn/en	Zhai, Na; Ma, Xiaomei
Titel	The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 61 (2023) 4, S.875-900 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhai, Na)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221127300
Schlagwörter	Writing Evaluation; Feedback (Response); Meta Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Writing Skills; Instructional Effectiveness; Research Reports; College Students; Secondary School Students; Literary Genres; Native Speakers; Comparative Analysis; Academic Language; Intervention; Writing Improvement; Computer Assisted Instruction; Computer Software + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Unterrichtserfolg; Research report; Forschungsbericht; Collegestudent; Sekundarschüler; Literarische Form; Muttersprachler; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Computer based training; Computerunterstützter Unterricht
Abstract	Automated writing evaluation (AWE) has been frequently used to provide feedback on student writing. Many empirical studies have examined the effectiveness of AWE on writing quality, but the results were inconclusive. Thus, the magnitude of AWE's overall effect and factors influencing its effectiveness across studies remained unclear. This study re-examined the issue by meta-analyzing the results of 26 primary studies with a total of 2468 participants from 2010 to 2022. The results revealed that AWE had a large positive overall effect on writing quality (g = 0.861, p < 0.001). Further moderator analyses indicated that AWE was more effective for post-secondary students than for secondary students and had more benefits for English as a Foreign Language (EFL) and English as a Second Language (ESL) learners than for Native English Speaker (NES) learners. When the genre of writing was considered, AWE showed a more significant impact on argumentative writing than on academic and mixed writing genres. However, intervention duration, feedback combination, and AWE platform did not moderate the effect of AWE on writing quality. The implications and recommendations for both research and practice are discussed in depth. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01