Exploring AWE-Supported Writing Process: An Activity Theory Perspective

Autor/inn/en	Chen, Zhenzhen; Chen, Weichao; Jia, Jiyou; Le, Huixiao
Titel	Exploring AWE-Supported Writing Process: An Activity Theory Perspective
Quelle	In: Language Learning & Technology, 26 (2022) 2, S.129-148 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Writing Instruction; Writing Processes; Teaching Methods; Learning Strategies; Second Language Learning; Second Language Instruction; English (Second Language); Feedback (Response); Student Attitudes; Computer Assisted Instruction; Foreign Countries; Writing Evaluation; Writing Research; Undergraduate Students; Majors (Students); High Schools; Internet; Telecommunications; Handheld Devices; Scores; Student Characteristics; Error Analysis (Language); Error Correction; Revision (Written Composition); Editing; Writing Strategies; China + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Ausland; Schreibforschung; High school; Oberschule; Telekommunikationstechnik; Error analysis; Language; Fehleranalyse; Korrektur; Redaktion; Textbearbeitung; Schreibtechnik
Abstract	Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a foreign language setting. We conducted semi-structured interviews with four Chinese students sampled from two classes and collected their AWE submissions and feedback for data analysis. Our findings demonstrate that AWE-supported writing is a tool-mediated, purposive, and collective activity shaped by individual and contextual factors. Students used various strategies to attain their learning goals and to address the tensions arising from their activity systems. This study contributes to the research on the effectiveness of AWE by assuming a process-oriented approach that was informed by activity theory. Our findings also shed light on the complex process of second language writing mediated by new technology innovations. Pedagogical implications of our findings are discussed in the conclusion. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01