Chinese English Learners’ Perspectives on Automated Writing Feedback
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초록
This study examined Chinese college English learners’ perspectives of the automated writing feedback generated by Pigai, the most widely used automatic writing evaluation (AWE) tool in China. Additionally, this study investigated the differences in Chinese college learners’ perspectives of Pigai feedback according to their proficiency levels. Student participants included 70 students from two classes who took the same college English course at one Chinese university. The students in class A were higher level EFL learners, while students in class B were lower level EFL learners. In both classes, Pigai was incorporated into the process-based writing practice along with teacher feedback. Students’ perspectives of the automated writing feedback generated by Pigai were investigated via survey after the course. The findings revealed that all participants demonstrated highly positive perspectives. Besides, both higher- and lower-proficiency groups exhibited similar perspectives regardless of their proficiency levels. Moreover, most participants expressed a preference for receiving both Pigai feedback and teacher feedback integrated into their writing process. Practical implications were also discussed for writing instruction using AWE technology in EFL writing classes such as AWE tools can be used with teacher feedback together to assist writing for classes with students of various proficiency levels.
Abstract
This study examined Chinese college English learners’ perspectives of the automated writing feedback generated by Pigai, the most widely used automatic writing evaluation (AWE) tool in China. Additionally, this study investigated the differences in Chinese college learners’ perspectives of Pigai feedback according to their proficiency levels. Student participants included 70 students from two classes who took the same college English course at one Chinese university. The students in class A were higher level EFL learners, while students in class B were lower level EFL learners. In both classes, Pigai was incorporated into the process-based writing practice along with teacher feedback. Students’ perspectives of the automated writing feedback generated by Pigai were investigated via survey after the course. The findings revealed that all participants demonstrated highly positive perspectives. Besides, both higher- and lower-proficiency groups exhibited similar perspectives regardless of their proficiency levels. Moreover, most participants expressed a preference for receiving both Pigai feedback and teacher feedback integrated into their writing process. Practical implications were also discussed for writing instruction using AWE technology in EFL writing classes such as AWE tools can be used with teacher feedback together to assist writing for classes with students of various proficiency levels.
참고문헌 (42)
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