Exploring the Effects of Automated Tracking of Student Responses to Teacher Feedback in Draft Revision: Evidence from an Undergraduate EFL Writing Course

Autor/in	Cheng, Gary
Titel	Exploring the Effects of Automated Tracking of Student Responses to Teacher Feedback in Draft Revision: Evidence from an Undergraduate EFL Writing Course
Quelle	In: Interactive Learning Environments, 30 (2022) 2, S.353-375 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Gary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1655769
Schlagwörter	Automation; Writing Skills; English (Second Language); Second Language Instruction; Writing Instruction; Undergraduate Students; Feedback (Response); Academic Language; Revision (Written Composition); Student Attitudes; Essays; Technology Uses in Education; Foreign Countries; Program Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Korrektur; Schülerverhalten; Essay; Aufsatzunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Hongkong
Abstract	This study aimed to investigate the impact of using an automated tracking system on the writing performance of English as Foreign Language (EFL) students in a 13-week academic writing course. Sixty-eight first year university students participated in the study. They received the same instruction on academic writing and were allocated to one of two conditions: experimental (N = 36) or control (N = 32). Participants in the experimental condition could use the automated tracking system to generate analysis of teacher feedback on their draft essays and of their subsequent revisions in response to the feedback received, while those in the control condition could not. The results of this study show that the system could not only support students to reflect on the quality of their revisions but also likely result in improvements in their revised texts. The findings of this study would contribute to the body of literature on effects of using technology to facilitate student reflection on multiple-draft writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01