Combining Automated Writing Evaluation with Metalinguistic Reflection to Develop Language Skills
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| Title: | Combining Automated Writing Evaluation with Metalinguistic Reflection to Develop Language Skills |
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| Language: | English |
| Authors: | Helena Borrell Carreras (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2026 7(1):139-157. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Evaluation, Automation, Language Skills, Grammar, Metalinguistics, Undergraduate Students, Formative Evaluation, Technology Uses in Education, Romance Languages, Feedback (Response), Writing Improvement, Student Attitudes, Translation, Foreign Countries |
| Geographic Terms: | Spain (Barcelona) |
| ISSN: | 2688-7207 |
| Abstract: | This paper investigates the potential of grammar checkers as automated writing evaluation (AWE) tools to promote effective feedback amongst undergraduate students who are learning grammar and writing skills. By incorporating online grammar checkers as a part of their formative assessment combined with metalinguistic reflection, students can develop the capacity for self-correction and become more aware of their language choices. A study has been conducted with undergraduate students of Catalan language in the context of a Translation and Interpreting degree in Barcelona with the aim to demonstrate that integrating this technology with metalinguistic reflection can enhance students' feedback engagement and their ability to recognize and address issues in writing. The results show that most students value the tool's support in learning grammar; however, it often fails to address issues of cohesion and style, requiring the assistance of the instructor to resolve such problems. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506559 |
| Database: | ERIC |
| Abstract: | This paper investigates the potential of grammar checkers as automated writing evaluation (AWE) tools to promote effective feedback amongst undergraduate students who are learning grammar and writing skills. By incorporating online grammar checkers as a part of their formative assessment combined with metalinguistic reflection, students can develop the capacity for self-correction and become more aware of their language choices. A study has been conducted with undergraduate students of Catalan language in the context of a Translation and Interpreting degree in Barcelona with the aim to demonstrate that integrating this technology with metalinguistic reflection can enhance students' feedback engagement and their ability to recognize and address issues in writing. The results show that most students value the tool's support in learning grammar; however, it often fails to address issues of cohesion and style, requiring the assistance of the instructor to resolve such problems. |
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| ISSN: | 2688-7207 |
