Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance
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| Title: | Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance |
|---|---|
| Language: | English |
| Authors: | Taskiran, Ayse (ORCID |
| Source: | Turkish Online Journal of Distance Education. Apr 2022 23(2):120-139. |
| Availability: | Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Automation, Feedback (Response), Writing Achievement, English (Second Language), Second Language Learning, Distance Education, Foreign Countries, College Students, Open Education, Educational Technology |
| Geographic Terms: | Turkey |
| ISSN: | 1302-6488 |
| Abstract: | Information and communication technologies have been transforming the way we teach and learn. Either for facilitating teaching practices or for making learning more interesting and joyful for the learners, artificial intelligence-based applications are utilized in recent years. In this connection, this study intends to examine if automated feedback and teacher feedback contribute to academic writing achievement and whether they differ in their effect on achievement in learning English as a foreign language in an open and distant learning context. The participants of the study were open education faculty students in a higher education institution in Turkey. In this quasi-experimental quantitative study repeated measures design was adopted. the participants were given writing tasks each week in a nine-week writing activity and they received feedback from their English language teachers for the first three tasks, and they received feedback from the software for the last three tasks. All participants wrote an English text as a diagnostic test at the beginning of the process. At the end of the teacher and software feedback phases, they took post-tests. All grades were statistically analyzed in order to find any effect of regular feedback either from a language teacher or from an online software on academic writing achievement. Results revealed significant differences between the diagnostic test and two achievement tests. Participants tended to improve their academic writing skills by taking regular feedback, and it was observed that the writing scores increased slightly more when receiving feedback from teachers compared to automated feedback software. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343064 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Taskiran%2C+Ayse%22">Taskiran, Ayse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1913-7296">0000-0003-1913-7296</externalLink>)<br /><searchLink fieldCode="AR" term="%22Goksel%2C+Nil%22">Goksel, Nil</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3447-2722">0000-0002-3447-2722</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. Apr 2022 23(2):120-139. – Name: Avail Label: Availability Group: Avail Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Education%22">Open Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1302-6488 – Name: Abstract Label: Abstract Group: Ab Data: Information and communication technologies have been transforming the way we teach and learn. Either for facilitating teaching practices or for making learning more interesting and joyful for the learners, artificial intelligence-based applications are utilized in recent years. In this connection, this study intends to examine if automated feedback and teacher feedback contribute to academic writing achievement and whether they differ in their effect on achievement in learning English as a foreign language in an open and distant learning context. The participants of the study were open education faculty students in a higher education institution in Turkey. In this quasi-experimental quantitative study repeated measures design was adopted. the participants were given writing tasks each week in a nine-week writing activity and they received feedback from their English language teachers for the first three tasks, and they received feedback from the software for the last three tasks. All participants wrote an English text as a diagnostic test at the beginning of the process. At the end of the teacher and software feedback phases, they took post-tests. All grades were statistically analyzed in order to find any effect of regular feedback either from a language teacher or from an online software on academic writing achievement. Results revealed significant differences between the diagnostic test and two achievement tests. Participants tended to improve their academic writing skills by taking regular feedback, and it was observed that the writing scores increased slightly more when receiving feedback from teachers compared to automated feedback software. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1343064 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 120 Subjects: – SubjectFull: Automation Type: general – SubjectFull: Feedback (Response) Type: general – SubjectFull: Writing Achievement Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: College Students Type: general – SubjectFull: Open Education Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: Automated Feedback and Teacher Feedback: Writing Achievement in Learning English as a Foreign Language at a Distance Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Taskiran, Ayse – PersonEntity: Name: NameFull: Goksel, Nil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 1302-6488 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Turkish Online Journal of Distance Education Type: main |
| ResultId | 1 |
