Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students' Writing Practice.
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| Title: | Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students' Writing Practice. |
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| Authors: | Liu, Shujun1 (AUTHOR), Boudouaia, Azzeddine2 (AUTHOR), Chen, Xinya3 (AUTHOR), Li, Yan2 (AUTHOR) yanli@zju.edu.cn |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Apr2025, Vol. 34 Issue 2, p859-869. 11p. |
| Subject Terms: | *Middle school teachers, *Evaluators, *Middle school students, *Assessment of education, *Seventh grade (Education) |
| Abstract: | The application of Automated Writing Evaluation (AWE) has recently gained researchers' attention worldwide. However, the impact of AWE feedback on student writing, particularly in languages other than English, remains controversial. This study aimed to compare the impacts of Chinese AWE feedback and teacher feedback on Chinese writing revision, writing quality, and writing motivation among 7th grade students. Using an experimental design, the study found the following results: (1) compared to students receiving teacher feedback, those receiving Chinese AWE feedback conducted fewer revisions, showed a higher proportion of low-level revisions, exhibited a higher frequency of "deleting" behavior, and had a lower success rate of revisions. (2) Both Chinese AWE feedback and teacher feedback could significantly improve students' writing quality from the first to the final draft. However, the effect sizes in the AWE group were smaller than those in the teacher feedback group. (3) Chinese AWE feedback positively impacted students' writing motivation. Students receiving Chinese AWE feedback exhibited significantly higher writing confidence and persistence in the post-test compared to those receiving teaching feedback. Chinese AWE has the potential to facilitate personalized writing instruction and evaluation. The trend toward human–computer collaboration in writing education is expected to gain popularity in the future. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183284115 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students' Writing Practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Liu%2C+Shujun%22">Liu, Shujun</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boudouaia%2C+Azzeddine%22">Boudouaia, Azzeddine</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Xinya%22">Chen, Xinya</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Yan%22">Li, Yan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> yanli@zju.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Apr2025, Vol. 34 Issue 2, p859-869. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Seventh+grade+%28Education%29%22">Seventh grade (Education)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The application of Automated Writing Evaluation (AWE) has recently gained researchers' attention worldwide. However, the impact of AWE feedback on student writing, particularly in languages other than English, remains controversial. This study aimed to compare the impacts of Chinese AWE feedback and teacher feedback on Chinese writing revision, writing quality, and writing motivation among 7th grade students. Using an experimental design, the study found the following results: (1) compared to students receiving teacher feedback, those receiving Chinese AWE feedback conducted fewer revisions, showed a higher proportion of low-level revisions, exhibited a higher frequency of "deleting" behavior, and had a lower success rate of revisions. (2) Both Chinese AWE feedback and teacher feedback could significantly improve students' writing quality from the first to the final draft. However, the effect sizes in the AWE group were smaller than those in the teacher feedback group. (3) Chinese AWE feedback positively impacted students' writing motivation. Students receiving Chinese AWE feedback exhibited significantly higher writing confidence and persistence in the post-test compared to those receiving teaching feedback. Chinese AWE has the potential to facilitate personalized writing instruction and evaluation. The trend toward human–computer collaboration in writing education is expected to gain popularity in the future. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-024-00903-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 859 Subjects: – SubjectFull: Middle school teachers Type: general – SubjectFull: Evaluators Type: general – SubjectFull: Middle school students Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: Seventh grade (Education) Type: general Titles: – TitleFull: Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students' Writing Practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Liu, Shujun – PersonEntity: Name: NameFull: Boudouaia, Azzeddine – PersonEntity: Name: NameFull: Chen, Xinya – PersonEntity: Name: NameFull: Li, Yan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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