Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective

Autor/inn/en	Xu, Jinfen; Zhang, Shanshan
Titel	Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 4, S.357-367 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Shanshan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00577-7
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Writing Evaluation; Computer Software; Writing Instruction; Teaching Methods; Sociocultural Patterns; Learning Theories; Language Proficiency; Accuracy; Feedback (Response); Revision (Written Composition); Language Fluency + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning theory; Lerntheorie; Language skill; Language skills; Sprachkompetenz; Korrektur
Abstract	Automated writing evaluation (AWE) systems have been increasingly incorporated in L2 writing instruction. However, how the instructional use of AWE influences learners' writing has remained inconclusive partly due to variations in heterogeneous learners. Underpinned by a sociocultural theory, this classroom-based study was to understand how English learners of different proficiency levels differed in their written products measured by complexity, accuracy and fluency, multiple revisions, and the perceived usefulness after 15-week instructional use of AWE. The results showed that disparity in writing accuracy of learners with different proficiency levels greatly reduced after the mandatory use of AWE feedback, but syntactic complexity and fluency remained unchanged. Meanwhile, perceived usefulness of AWE feedback was contingent on language proficiency. Limitations and pedagogical implications were also discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01