Speaker
Description
Automated writing evaluation (AWE) has gained ground in ESL/EFL writing instruction due to its instructional features, such as the immediate automated writing score system and the diagnostic corrective feedback in real time for individual written manuscripts. However, little is known about how the automated feedback provided by the AWE program affects students' writing performance in an authentic classroom and how to effectively use it to enhance students' writing performance, particularly among undergraduate ESL/EFL students. The purpose of this paper is to provide a literature review-based overview of the investigation into the efficacy of automated feedback. The review also provides some implications for applying AWE in different contexts, especially in Yersin University setting. The conclusion emphasizes the need for future research to explore the long-term internalized impact of the embedded use of automated feedback and an advanced teaching method on the improvement of students' overall writing performance and analytic writing scores.
KEY WORDS AWE, writing performance, corrective feedback, scoring
