View in EDS

The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge.

Saved in:
Bibliographic Details
Title: The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge.
Authors: Waer, Hanan1 hanan.waer@edu.nvu.edu.eg
Source: Innovation in Language Learning & Teaching. Feb2023, Vol. 17 Issue 1, p47-71. 25p.
Subject Terms: *Writing evaluation, *College students, *Authors, Writing automation, Grammar
Abstract: Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants were English majors at an Egyptian university, divided into experimental and control groups. The experimental group used Cambridge 'Write & Improve' to evaluate their writing; whereas, the control group had an instructor evaluate their essays. Data were collected using the English Writing Apprehension Scale (EWAS, Abdel Latif [2015. "Sources of L2 Writing Apprehension: A Study of Egyptian University Students." Journal of Research in Reading 38 (2): 194–212. doi:]) and a grammar knowledge test (hereafter GKT; adapted from TOEFL). The findings showed statistically significant differences in the post-administration in EWAS and GKT in favor of the experimental group. Additionally, the effect size of the intervention on apprehensive writers was large. The results indicated that AWE helped the apprehensive writers reduce their apprehension and slightly enhance the GKT of the non-apprehensive writers. Further, negative correlations were found between writing apprehension and grammatical knowledge. This study results suggest that AWE might be used as a remedial classroom treatment for struggling or apprehensive writers, purposefully integrating it as a formative tool, augmented with feedback practices. [ABSTRACT FROM AUTHOR]
Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 162237759
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Waer%2C+Hanan%22">Waer, Hanan</searchLink><relatesTo>1</relatesTo><i> hanan.waer@edu.nvu.edu.eg</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Innovation+in+Language+Learning+%26+Teaching%22">Innovation in Language Learning & Teaching</searchLink>. Feb2023, Vol. 17 Issue 1, p47-71. 25p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Writing+evaluation%22">Writing evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+automation%22">Writing automation</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants were English majors at an Egyptian university, divided into experimental and control groups. The experimental group used Cambridge 'Write & Improve' to evaluate their writing; whereas, the control group had an instructor evaluate their essays. Data were collected using the English Writing Apprehension Scale (EWAS, Abdel Latif [2015. "Sources of L2 Writing Apprehension: A Study of Egyptian University Students." Journal of Research in Reading 38 (2): 194–212. doi:]) and a grammar knowledge test (hereafter GKT; adapted from TOEFL). The findings showed statistically significant differences in the post-administration in EWAS and GKT in favor of the experimental group. Additionally, the effect size of the intervention on apprehensive writers was large. The results indicated that AWE helped the apprehensive writers reduce their apprehension and slightly enhance the GKT of the non-apprehensive writers. Further, negative correlations were found between writing apprehension and grammatical knowledge. This study results suggest that AWE might be used as a remedial classroom treatment for struggling or apprehensive writers, purposefully integrating it as a formative tool, augmented with feedback practices. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=162237759
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/17501229.2021.1914062
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 47
    Subjects:
      – SubjectFull: Writing evaluation
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Authors
        Type: general
      – SubjectFull: Writing automation
        Type: general
      – SubjectFull: Grammar
        Type: general
    Titles:
      – TitleFull: The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Waer, Hanan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 17501229
          Numbering:
            – Type: volume
              Value: 17
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Innovation in Language Learning & Teaching
              Type: main
ResultId 1