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Direct linkEbadi, Saman; Gholami, Mina; Vakili, Shokoufeh – Computers in the Schools, 2023
Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners' grammatical errors. This study investigated the effects of the automated writing evaluation software "Grammarly" on Iranian EFL learners' article errors which are common in EFL writing. Ninety…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Download full textNancy L. Remler – International Journal for the Scholarship of Teaching and Learning, 2023
Even though K-12 educators must assess student learning and adjust instruction based on learning data, many teachers lack confidence in their ability to assess. Because low confidence levels may be due to inadequate teacher preparation, this study invokes the pivotal SoTL project, Transparency in Learning and Teaching (TILT), as it examines TILT's…
Descriptors: Student Evaluation, Assessment Literacy, Self Efficacy, Scholarship
Wesley Morris; Scott Crossley; Langdon Holmes; Chaohua Ou; Danielle McNamara; Mihai Dascalu – Grantee Submission, 2023
As intelligent textbooks become more ubiquitous in classrooms and educational settings, the need arises to automatically provide formative feedback to written responses provided by students in response to readings. This study develops models to automatically provide feedback to student summaries written at the end of intelligent textbook sections.…
Descriptors: Textbooks, Electronic Publishing, Feedback (Response), Formative Evaluation
Ait Hammou, Brahim; Larouz, Mohammed; Fagroud, Mustapha; Akki, Fouad – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2023
This study aims to examine the relationship between the productive knowledge of some lexical and phraseological indices and the quality of English as a Foreign Language (EFL) learners' writing. A sample of 120 expository essays, written by semesters 1 and 5 university students in a less proficient EFL context, are rated by human evaluators and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Writing Instruction
Grace Kim, Young-Suk – Written Communication, 2022
In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M[subscript age] = 7.19). Results from structural equation modeling showed that burst length was related to writing…
Descriptors: Written Language, Short Term Memory, Attention Control, Writing Skills
Uludag, Pakize; McDonough, Kim – TESOL Journal, 2022
Due to its authenticity as an academic writing task, integrated writing assessment has become widely used for assessing the writing ability of English for academic purposes (EAP) students (Plakans & Gebril, 2017). However, apart from validation studies focusing on a common set of standardized test rubrics (e.g., Chan, Inoue, & Taylor,…
Descriptors: Language Teachers, Second Language Instruction, English for Academic Purposes, Writing Instruction
Poehner, Matthew E.; Yu, Lu – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
Rubrics, commonly used in L2 writing programs, not only facilitate teacher grading of student writing, but also serve the purpose of providing feedback to improve learners' texts. While the potential of rubrics to support writing development more generally has been discussed, realizing that potential through specific pedagogical practices remains…
Descriptors: Alternative Assessment, Writing Evaluation, Second Language Learning, Scoring Rubrics
Kim, Young-Suk Grace – Grantee Submission, 2022
In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M[subscript age] = 7.19). Results from structural equation modeling showed that burst length was related to writing…
Descriptors: Written Language, Short Term Memory, Attention Control, Writing Skills
Hyesook Park – Journal of Pan-Pacific Association of Applied Linguistics, 2022
The present study examines the linguistic features of Korean college students' English writings in terms of their writing quality and genre. Forty-eight Korean college students took part in the study, and their writing samples, comprised of narrative and exposition compositions, were collected to analyze on the basis of fluency and syntactic…
Descriptors: Writing Skills, Writing Evaluation, Syntax, English (Second Language)
Kathryn S. McCarthy; Rod D. Roscoe; Laura K. Allen; Aaron D. Likens; Danielle S. McNamara – Grantee Submission, 2022
The benefits of writing strategy feedback are well established. This study examined the extent to which adding spelling and grammar checkers support writing and revision in comparison to providing writing strategy feedback alone. High school students (n = 119) wrote and revised six persuasive essays in Writing Pal, an automated writing evaluation…
Descriptors: High School Students, Automation, Writing Evaluation, Computer Software
Stephen Foster; Denise Whitelock; Simon Cross; Karen Kear – Prism: Casting New Light on Learning, Theory & Practice, 2022
"OpenEssayist" is an automated writing evaluation system (AWE) designed to provide immediate textual and graphical feedback to students to help them improve their academic writing. One of the graphical visualisations as part of "OpenEssayist," (named a 'rainbow diagram'), illustrates how well the key concepts within the writing…
Descriptors: Foreign Countries, Doctoral Students, Writing (Composition), Writing Instruction
Leanne Havis – Journal of Response to Writing, 2022
Metacognition emphasizes an awareness and understanding of one's thoughts and cognitive processes, along with management of cognition through multiple strategies, including organizing, monitoring, and adapting. Before students can truly become effective writers, they must develop an appreciation for the amount of planning, organization, and…
Descriptors: Undergraduate Students, College Freshmen, Writing Assignments, Writing Evaluation
Betsy Gilliland; Michelle Kunkel; Mitsuko Suzuki – Journal of Response to Writing, 2022
Teacher-student group conferences (TSGCs) blend the benefits of one-to-one teacher-student writing conferences with those of peer response. TSGCs socialize student writers into discussions of academic writing, giving them an expert model (the teacher) and an opportunity to practice providing feedback to several peers. This article describes how…
Descriptors: Writing (Composition), Writing Evaluation, Writing Instruction, Teleconferencing
Deborah K. Reed; Kelly Binning; Emily A. Jemison; Nicole DeSalle – Grantee Submission, 2022
Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents' grade appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based…
Descriptors: Formative Evaluation, Writing Evaluation, Middle School Students, Prompting
Aisah Apridayani; Wei Han; Kanyanat Sakkanayok – Asian-Pacific Journal of Second and Foreign Language Education, 2024
Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to…
Descriptors: English for Academic Purposes, Writing Skills, Self Evaluation (Individuals), Second Language Learning
