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The Use of Feedback in the ESL Writing Class Integrating Automated Essay Scoring (AES)
PROCEEDINGS

, , University of Virginia, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of ineffective and insufficient feedback in class. As an alternative resource of quality feedback, AES is gaining the attention in ESL/EFL writing education. This experimental study investigated the impact of different types of feedback in a college ESL writing program on the quality of essay writing using the Criterion AES service. The results revealed the positive impact of feedback in a college-level ESL course and differences between the teacher’s feedback and the AES feedback. This study also found that the combined feedback of teacher and AES was most effective. The findings suggest that AES could be effectively integrated into ESL writing instruction as a formative assessment tool.

Citation

Choi, J. & Lee, Y. (2010). The Use of Feedback in the ESL Writing Class Integrating Automated Essay Scoring (AES). In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3008-3012). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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