Exploring the Potential of a Web-Based Writing Instruction Program and AES: An Empirical Study Using My Access
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
This study aims to comprehensively investigate the potential benefits of My Access, a web-based writing instruction program, in EFL writing classrooms, focusing specifically on the Automated Essay Scoring (AES) system and qualitative feedback. To examine the reliability of AES in My Access, the holistic and analytic scores of 6 middle school student essay samples rated by My Access were compared with the scores given by 5 human raters. As an extension of writing evaluation, My Access provided qualitative feedback on the student essays and gave various revision goals for each aspect of writing based on process-oriented writing. The types and strategies of the feedback utilized by My Access were carefully examined and compared with those given by the human raters. The results of the quantitative analysis using AES showed that the quality of the AES embedded in My Access was high enough to be used in writing classrooms. The qualitative analysis provided by My Access revealed that it has the potential to facilitate student writing by guiding students through the processes of writing and motivating them to revise their essays. The study concluded that My Access could be beneficial for writing teachers and student writers when used creatively and effectively.
Abstract
This study aims to comprehensively investigate the potential benefits of My Access, a web-based writing instruction program, in EFL writing classrooms, focusing specifically on the Automated Essay Scoring (AES) system and qualitative feedback. To examine the reliability of AES in My Access, the holistic and analytic scores of 6 middle school student essay samples rated by My Access were compared with the scores given by 5 human raters. As an extension of writing evaluation, My Access provided qualitative feedback on the student essays and gave various revision goals for each aspect of writing based on process-oriented writing. The types and strategies of the feedback utilized by My Access were carefully examined and compared with those given by the human raters. The results of the quantitative analysis using AES showed that the quality of the AES embedded in My Access was high enough to be used in writing classrooms. The qualitative analysis provided by My Access revealed that it has the potential to facilitate student writing by guiding students through the processes of writing and motivating them to revise their essays. The study concluded that My Access could be beneficial for writing teachers and student writers when used creatively and effectively.
참고문헌 (22)
- Attali, Y., "Automated Essay Scoring with e-rater V.2", The Journal of Technology Learning and Assessment, 4(3), pp.3~30 (2006)
- Bachman, L., "Language testing in practice" (1996), Oxford University Press
- Bakaoui,K., "Rating scale impact on EFL essay marking: A mixed-method study", Assessing Writing, 12, pp.86~107 (2007)
- Bennet,R., "Using new technology to improve assessment", Educational Measurement: Issues and Practice, 18(2), pp.5~12 (1999)
- 최성희, "Validating Scoring Processes and Rating Criteria in a College-level Web-based Writing Assessment", 멀티미디어 언어교육, 8(1), pp.34~52 (2005), 한국멀티미디어언어교육학회
- Ferris,D., "Response to student writing: Implications for second language students" (2003), Lawrence Earlbaum Associates
- Ferris,D., "Teaching ESL composition: Purpose, process, and practice" (2005), Lawrence Earlbaum Associates
- Hamps-Lyons, L., "Communicative writing profiles: An investigation of the transferability of a multiple trait scoring instrument across ESL writing assessment contexts", Language Learning, 41, pp.337~373 (1991)
- Hamps-Lyons,L., "Writing teachers as assessors of writing. In : Exploring the dynamics of second language writing", pp.162~189 (2003), Cambridge University Press
- Henning,G., "Validating an item bank in computer-assisted or computer-adaptive test. In : Computer-assisted language learning and testing: Research issues and practice", pp.209~222 (1991), Newbury House
- Hout, B., "Computers and Assessment: Understanding two technologies", Computers and Composition, 13, pp.231~243 (1996)
- Huff, K., "Validity issues in computer-based testing", Educational Measurement: Issues and Practice, 20(3), pp.16~25 (2001)
- Hyland, K., "Feedback in second language writing: Content and issues" (2006), Cambridge University Press
- Jacobs, H., "Testing ESL composition: A practical approach" (1981), Newbury House
- Knoblauch, C. H., "Teacher commentary on student writing: The state of the art", Freshman English News, 10, pp.1~4 (1981)
- Penny, J., "The effect of rating augmentation on inter-rater reliability: An empirical study of a holistic rubric", Assessing Writing, 7, pp.143~164 (2001)
- Powers, D., "Stumping e-rater: Challenging the validity of automated essay scoring", Computers in Human Behavior, 18, pp.103~134 (2002)
- Rudner, L., "An overview of three approaches to scoring written essays by computer. Practical Assessment: Research & Evaluation, 7. Retrieved March, 2008, from the World Wide Web: http:", getvn.asp?v=7&n=26, 2001[DOI]
- Straub, R., "The concept of control in teacher response: Defining the varieties of directive and facilitative commentary", College Composition and Communication, 47, pp.223~251 (1996)
- Straub, R., "Students' reactions to teacher comments: An exploratory study", Research in the Teaching of English, 31, pp.91~119 (1997)
- Weir,C.J., "Communicative language testing" (1990), Prentice Hall Regents
- Weigle,S., "Assessing writing" (2002), Cambridge University Press