Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school

Lee, Cynthia; Cheung, William K.; Wong, Kelvin C. K.; Lee, Fion Sau Ling

doi:10.1080/09588221.2011.630672

Cited by 36 publications

(23 citation statements)

References 14 publications

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“…The choice of CMC tool should also factor in the purpose of incorporating it into the curriculum; having a clearly articulated link between the CMC tool and what students need to learn could reduce the likelihood of both instructor and learners treating the CMC task as extra work (Cheng, 2010). The next step could involve a deliberate and consistent approach in training learners in pre-task workshops to use a particular CMC tool to encourage maximum engagement in the learning task (Lee et al, 2013;Li, M., 2013), as familiarity with Web 2.0 tools may not translate to ease of use with such tools for pedagogical purposes (Dippold, 2009). For example, Rouhshad, Wigglesworth and Storch (2016) recommend exposure to models showing successful negotiations can increase the frequency of negotiations.…”

Section: Second and Foreign Language Writing And Computer-mediated Comentioning

confidence: 99%

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Tay¹,

Cheung

2019

ILS

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The use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.

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Section: Second and Foreign Language Writing And Computer-mediated Comentioning

confidence: 99%

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Tay¹,

Cheung

2019

ILS

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“…However, a study in Hong Kong found no significant difference between the grades achieved by students who used EssayCritic and those who revised their texts themselves (Lee, et al, 2009). A later study of the same system (Lee, et al, 2013) compared two conditions: one group that received feedback from EssayCritic and from the teacher, and another group that received feedback from the teacher only. In this study, the essays of the group that received two types of feedback were richer in content than the essays of the other group.…”

Section: Facilitating the Writing Processmentioning

confidence: 99%

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Engeness

2018

Technology, Pedagogy and Education

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She has written about and her research interests include:  Technology and English Language Learning: The role of digital and other mediational tools in English language learning, educational technology; computer-supported collaborative learning (CSCL);  Assessment for Learning: development of writing skills in English, writing process, formative assessment, feedback  Learning and Development: Cultural-historical theory, agency of students and teachers, learning to learn approach AcknowledgementsThis study was funded by the Abstract The study provides an insight into how technology may affect teachers' facilitating of the writing process which was examined and compared when Norwegian Upper Secondary School students wrote essays about English as a Global Language through multiple drafts with feedback received from the computer-based essay critiquing system (EssayCritic) (target class) and from collaborating peers (comparison class). Quantitative and qualitative analyses of the teachers' assistance draw on Galperin's conceptualisation of learning. Findings reveal patterns in the teachers' guidance in both conditions and outline the differences arising from the use of EssayCritic: by interacting with EssayCritic the teacher assisted the learners in completing the specific task, although little attention was paid to the development of their assessment for learning (AfL) skills. However, in the comparison class the teacher paid attention to the development of students' AfL skills by emphasising the general approach to the analysis and the essential requirements of the essays. The study, therefore, raises questions about the need for practitioners' awareness of whether the technology supports the development of, for example, AfL skills required in English writing classes.

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“…In doing this, EC3 supplements the teacher's facilitating of students' writing process (Lee et al, 2013). In addition, EC3 assisted the students in their analysis of essays by identifying the missing and covered subthemes, which was challenging for the learners in the comparison class.…”

Section: Target Classmentioning

confidence: 99%

“…A study in Hong Kong found no significant difference between the grades achieved by students who used EssayCritic and those who revised their texts themselves (Lee, et al, 2009). A later study of the same system (Lee, et al, 2013) compared two conditions: one group that received feedback from EssayCritic and from the teacher, and another group that received feedback from the teacher only. The essays of the group that received two types of feedback were richer in content than the essays of the other group.…”

Section: Feedback In the Writing Processmentioning

confidence: 99%

Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

Engeness¹,

Mørch²

2016

NJDL

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This paper presents a study of Norwegian Upper Secondary School students' writing process in English with: 1) feedback from an essay critiquing system (EssayCritic) (target class) and 2) feedback from collaborating peers (comparison class). The students in both classes significantly improved their grades. In the target class, the feedback from EssayCritic gave content-specific cues and the students included more ideas in their essays than the students in the comparison class who struggled when giving feedback to each other.

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Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: an experimental study in a Hong Kong secondary school

Cited by 36 publications

References 14 publications

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

What teachers do: facilitating the writing process with feedback from EssayCritic and collaborating peers

Developing Writing Skills in English Using Content-Specific Computer-Generated Feedback with EssayCritic

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