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Technology integrated ESL writing instruction using Automated Essay Scoring (AES) and the impact in improving writing quality
PROCEEDINGS

, , University of Virginia, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

While written feedback is intuitively accepted as the essential component of writing instruction, the lack of teachers’ time and competency has brought about the problematic feedback performance in ESL classrooms. The automated essay scoring (AES), a computer technology that evaluates essays, has been paid attention of ESL educators and administrators as an alternative or complementary writing tool in ESL classes. However, the effectiveness of AES as a formative assessment tool is not fully examined. Thus, study intends to provide empirical results and instructional implications about effective feedback and feasible technology integration in ESL writing classes by targeting the following research objectives. This study will begin in January, 2010 and end in May, 2010. College ESL students and instructors will be randomly assigned to groups of three different AES integration types. Students’ writing and instructors’ feedback will be examined across the three treatment groups.

Citation

Choi, J. & Lee, Y. (2010). Technology integrated ESL writing instruction using Automated Essay Scoring (AES) and the impact in improving writing quality. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3301-3306). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 23, 2019 from .