230 / 2018-08-28 16:57:33

Investigating student engagement with automated writing evaluation (AWE) feedback on L2 writing: A longitudinal study

AWE feedback,student engagement,stimulated recall,L2 writing

全体主题 > 人工智能技术在语言测评中的应用

摘要：学习者如何处理作文自动评价（AWE）反馈是发挥其促学功能的关键。本研究选取广东某高校4名非英语专业大学生，历时一学期，观察他们在接收AWE反馈后的写作修改行为，并通过受激回忆和焦点组访谈收集他们处理AWE反馈的过程数据。分析结果表明，1）学习者对AWE反馈的投入随时间推移呈现出行为、情感和认知上的变化；2）学习者投入受4个因素的影响（二语语言水平、修改动机、对AWE反馈准确性的自我评估以及对AWE反馈有效性的自我评估），个体差异显著。因此，在使用AWE反馈辅助教学的过程中，教师应根据学习者的投入情况，发挥各项影响因素的积极作用，以此促进学生的二语写作能力提升。
Abstract: Student engagement with AWE feedback is the key to the benefit of feedback with regard to learning promotion. This study observed revising behavior of four non-English majors at a university in Guangdong after they received AWE feedback for a semester. Quantitative and qualitative data comprising procedural information as well as students’ perceptions were collected via stimulated recall and focus group interview. Findings suggest that (1) students’ behavioral, affective, and cognitive engagement with AWE feedback changed over time; (2) affected by L2 language proficiency, revising motivation, self-perceived accuracy of AWE feedback, and self-perceived effectiveness of AWE feedback, the engagement differ in students. These results imply that after taking the student engagement into consideration, teachers may make the most of the 4 mediating factors to promote students' L2 writing proficiency in AWE-assisted teaching activities.