한국 대학생의 사례연구를 통해 살펴본 자동 쓰기 평가 피드백의 장기적인 효과
A case study on the long-term effect of automated writing evaluation feedback on writing development.
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참고문헌
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초록
This study investigates the effect of automated writing evaluation (AWE) feedback on writing development. This is a case study which tracked a Korean university student’s writing development over one year. The most well-known AWE program, Criterion, was employed in the study. A case study participant wrote essays outside of the classroom and submitted the first and second drafts, after reflecting on the Criterion feedback every month. He also submitted a journal entry to the researcher directly after the completion of each essay. In the journal entries, he expressed his perception of the usefulness of Criterion feedback, his writing proficiency, and writing difficulties, etc. A comparison of TOEIC writing scores, essay scores, and an error report indicated an improvement in writing. Specifically, the case study participant’s writing improved in terms of fluency and grammatical complexity after one year’ use of the Criterion program outside of the classroom. The analysis of journal entries and interview data showed that the case study participant greatly benefited from the grammar feedback and he also perceived improvement in writing proficiency over one year. The results of this study support Criterion use in individual out-of-class writing practice.
Abstract
This study investigates the effect of automated writing evaluation (AWE) feedback on writing development. This is a case study which tracked a Korean university student’s writing development over one year. The most well-known AWE program, Criterion, was employed in the study. A case study participant wrote essays outside of the classroom and submitted the first and second drafts, after reflecting on the Criterion feedback every month. He also submitted a journal entry to the researcher directly after the completion of each essay. In the journal entries, he expressed his perception of the usefulness of Criterion feedback, his writing proficiency, and writing difficulties, etc. A comparison of TOEIC writing scores, essay scores, and an error report indicated an improvement in writing. Specifically, the case study participant’s writing improved in terms of fluency and grammatical complexity after one year’ use of the Criterion program outside of the classroom. The analysis of journal entries and interview data showed that the case study participant greatly benefited from the grammar feedback and he also perceived improvement in writing proficiency over one year. The results of this study support Criterion use in individual out-of-class writing practice.
참고문헌 (17)
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