In this study, a popular online writing evaluation service, Criterion, developed by ETS, was integrated into writing instruction in the university context. This study examined the pedagogical effectiveness of Criterion feedback in that context, specifically the extent to which students’ writing accuracy increased over the course of two papers and students’ perceptions of the benefits of feedback were also examined. The results showed that normalized error frequency significantly decreased from paper 1 to paper 2 overall and in the categories of mechanics and style. Students perceived that Criterion feedback, especially grammar, was very useful in revising essays, and it gave them the opportunity to examine their own writing weaknesses. Although normalized frequency of errors in the category of grammar did not decrease from paper 1 to paper 2, students nevertheless perceived grammar feedback as quite useful, as indicated by coding references to “grammar” in journal entries by NVivo analysis. The findings serve to indicate the potential value of automated writing evaluation use in the EFL context, but need to be supplemented by more research with a larger sample in a similar context.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 23권 4호