The application of Automated Writing Evaluation (AWE) has recently gained researchers' attention worldwide. However, the impact of AWE feedback on student writing, particularly in languages other than English, remains controversial. This study aimed to compare the impacts of Chinese AWE feedback and teacher feedback on Chinese writing revision,…

The purpose of this study is to examine the relationship between technology-supported writing instruction at the K-12 level and deep learning approaches and to understand the trends in this field. In the study, 12 articles selected from Web of Science, Scopus, ERIC and EBSCO databases were systematically analysed. The findings reveal that the…

This study reports the integrated findings of a mixed-methods sequential explanatory study that investigated the feasibility and effectiveness of mobile-based writing tools (MBWTs) as well as gender differences that emerged from these learning effects in the narrative writing skills of a group of sixth to seventh grade Latinx English Learners…

The assessment of writing competency in French as a Foreign Language presents significant challenges due to the multidimensional nature of writing and heterogeneous evaluation practices. This research introduces an innovative framework integrating artificial intelligence and interactive visualization to support the formative assessment of writing…

We investigate students' implementation of the feedback messages they received in an automated writing evaluation system ("eRevise") that aims to improve students' use of text evidence in their writing. Seven 5th and 6th-grade teachers implemented "eRevise" (n = 143 students). Qualitative analysis of students' essays across…

The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used "Project Essay Grade Writing" (n = 56) or a word-processing condition that used Google Docs (n = 58). Effectiveness was evaluated using multiple metrics:…

The present study used a focus group methodology to qualitatively explore elementary writing teachers' attitudes and experiences using an automated writing evaluation (AWE) system called MI Write as part of a districtwide implementation of MI Write in Grades 3-5 in 14 elementary schools. We used activity theory as a theoretical framework to answer…

This article is based on an action research study, conducted in a suburban central Texas elementary school, that explored the efficacy of providing feedback to student writers through a Web 2.0 platform of Google Docs. The study involved matching 13 elementary writers with adult writing coaches in the school. The study incorporated four data…

We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…