Journal Article10.1093/ELT/CCY044
Automated writing evaluation
87
TL;DR: In this article, the authors explore technology-related themes and topics for English language teachers and demystify what may be new areas for some readers and to consider their relevance for English Language teachers.
read more
Abstract: In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
A Revised Writer(s)-Within-Community Model of Writing
TL;DR: In this paper, a revised version of the writer(s)-within-community model of writing is presented, which places a greater emphasis on communication and the reader, and expands the description of a writing community to include social, cultural, political, institutional, and historical influences that shape it.
444
Automated written corrective feedback: how well can students make use of it?
TL;DR: Generic feedback was found to result in fewer successful error corrections than specific feedback as well as higher perceptions of mental-effort expenditure and lower ratings of clarity and helpfulness, which could have implications for L2 classroom applications of AWCF.
141
Exploring the impact of Artificial Intelligence and robots on higher education through literature-based design fictions
TL;DR: Eight design fictions that capture the range of potential use of AI and robots in learning, administration and research are developed that prompt wider discussion by instantiating such issues as how they might enable teaching of high order skills or change staff roles.
AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools
TL;DR: The authors conducted a systematic review of the recent empirical AI-powered writing assistance studies and highlighted the scholars' recommendations regarding dealing with learners' use of these tools and grouped the recommendations into two groups for researchers and educators.
Not quite eye to A.I.: student and teacher perspectives on the use of generative artificial intelligence in the writing process
Alex Barrett,Austin Pack +1 more
- 10 Nov 2023
TL;DR: The results of a survey comparing educators’ and university students’ perceptions on the appropriate use of GenAI in the writing process imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts.
83
References
Validating the Interpretations and Uses of Test Scores
TL;DR: In this article, an argument-based approach to validate an interpretation or use of test scores is proposed, where the claims based on the test scores are outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based interpretations and uses.
1.7K
On the relation between automated essay scoring and modern views of the writing construct
TL;DR: This paper examines the construct measured by automated essay scoring (AES) systems and begins by defining writing as a construct and then turns to the e-rater scoring engine as an example of AES state-of-the-art construct measurement.
257
Utility in a Fallible Tool: A Multi-Site Case Study of Automated Writing Evaluation.
Douglas Grimes,Mark Warschauer +1 more
- 02 Mar 2010
TL;DR: Observations, interviews, and a survey indicated that using AWE simplified classroom management and increased students’ motivation to write and revise.
253
Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction
TL;DR: Investigation of how Criterion affected writing instruction and performance suggested that Criterion has led to increased revisions, and that the corrective feedback from Criterion helped improve accuracy from a rough to a final draft.
240
Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review™.
Stephen P. Balfour
- 01 Jan 2013
TL;DR: This essay reviews the relevant literature on AES and UCLA’s Calibrated Peer ReviewTM (CPR) product at a high level, outlines the capabilities and limitations of both AES and CPR, and provides a table and framework for comparing these forms of assessment of student writing in MOOCs.