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Potential of Computerized Feedback in ESL and EFL Writing classes
PROCEEDINGS

, Handong Global University, Korea (South) ; , Soongsil University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examined the impact of the Automated Essay Scoring (AES) on improving English writing quality across different levels of integration (No-AES, Optional-AES, and Integrated-AES) in two English learning contexts (ESL and EFL). A total of 172 ELL students participated in this study. To examine the effectiveness of the intervention, students’ essays, student surveys, instructor interviews, and course documents were collected and analyzed. The results showed the type of AES integration significantly influenced the quality of an essay in terms of holistic quality and accuracy. The Integrated-AES group showed better performance in improving the quality of essays. The findings suggest that AES can effectively assist students’ writing when it is integrated with writing instruction as a formative assessment tool. Based on the findings, implications for writing instruction are suggested to teachers and administrators who are interested in AES integration, in addition to suggestions for AES development.

Citation

Choi, J. & Lee, Y. (2011). Potential of Computerized Feedback in ESL and EFL Writing classes. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1103-1112). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .

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