How Effectively Can EFL Students Use Automated Written Corrective Feedback (AWCF) in Research Writing?
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| Title: | How Effectively Can EFL Students Use Automated Written Corrective Feedback (AWCF) in Research Writing? |
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| Language: | English |
| Authors: | Guo, Qian (ORCID |
| Source: | Computer Assisted Language Learning. 2022 35(9):2312-2331. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Error Correction, Feedback (Response), English (Second Language), Second Language Learning, Second Language Instruction, Writing Instruction, Teaching Methods, Writing Evaluation, Accuracy, Computer Software, Computational Linguistics, English for Academic Purposes, Research Reports, Scores, Instructional Effectiveness, Citations (References), Revision (Written Composition), Undergraduate Students, Foreign Countries, Honors Curriculum, Doctoral Students |
| Geographic Terms: | China |
| DOI: | 10.1080/09588221.2021.1879161 |
| ISSN: | 0958-8221 1744-3210 |
| Abstract: | AWCF can facilitate academic writing development, especially for novice writers of English as a foreign language (EFL). Existing AWCF studies mainly focus on teacher and learner perceptions; fewer have investigated the error-correction effect of AWCF and factors related to the effect. Especially lacking is research on how successfully students can use AWCF to correct errors in source-based academic writing. Meanwhile, "Grammarly," an automated writing evaluation (AWE) tool, is under-represented in AWCF studies despite its extensive use in EFL classrooms and its significant advantages. Correspondingly, we evaluated how effectively EFL students could use "Grammarly"-provided feedback for error correction in research writing and what factors were related to user responses (i.e., revision operations) and response accuracy. The results show that the error scores decreased significantly after revision and the participants correctly addressed 85% of the "Grammarly"-flagged usages. The error-correction success was impressive, considering how the technical nature of research writing might affect feedback accuracy and user responses, both related to response accuracy. In fact, feedback accuracy contributed to response accuracy both directly and indirectly (via user responses). The findings have implications for source-based academic writing instruction and AWE tool development. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1376765 |
| Database: | ERIC |
| Abstract: | AWCF can facilitate academic writing development, especially for novice writers of English as a foreign language (EFL). Existing AWCF studies mainly focus on teacher and learner perceptions; fewer have investigated the error-correction effect of AWCF and factors related to the effect. Especially lacking is research on how successfully students can use AWCF to correct errors in source-based academic writing. Meanwhile, "Grammarly," an automated writing evaluation (AWE) tool, is under-represented in AWCF studies despite its extensive use in EFL classrooms and its significant advantages. Correspondingly, we evaluated how effectively EFL students could use "Grammarly"-provided feedback for error correction in research writing and what factors were related to user responses (i.e., revision operations) and response accuracy. The results show that the error scores decreased significantly after revision and the participants correctly addressed 85% of the "Grammarly"-flagged usages. The error-correction success was impressive, considering how the technical nature of research writing might affect feedback accuracy and user responses, both related to response accuracy. In fact, feedback accuracy contributed to response accuracy both directly and indirectly (via user responses). The findings have implications for source-based academic writing instruction and AWE tool development. |
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| ISSN: | 0958-8221 1744-3210 |
| DOI: | 10.1080/09588221.2021.1879161 |
