The Use of Automated Writing Evaluation Tools to Foster ESL Writing Instruction

Predictors of middle school students’ perceptions of automated writing evaluation

“…AWE capabilities have expanded in recent years ( Deeva et al, 2021 ; Huang et al, 2023 ), accompanied by increased AWE adoption in schools. Along with research evaluating the effectiveness of AWE, which shows generally positive findings ( Ersanli & Yesilel, 2023 ; Fleckenstein et al, 2023 ; Li, 2022 ; Zhai & Ma, 2022b ), it also is important that research evaluate stakeholders' perceptions of the social validity of AWE (see Shi & Aryadoust, 2022 ). Social validity refers to how the goals, procedures, and effects of an intervention are perceived by its recipients and/or implementers ( Kazdin, 1977 ; Wolf, 1978 ) and may also include perceptions of an intervention's usability, usefulness, and desirability.…”

EFL Teachers Perceptions of Automated Written Corrective Feedback and Grammarly

“…The emergence of AWCF tools, such as Grammarly, Criterion and Pigai, has offered a solution to teachers by providing automated feedback on various writing aspects, including grammar, vocabulary, and style. Therefore, the implementation of AWCF in writing courses has been the focus of academic debate, with a growing global adoption of automated programs and an agreement that teachers should play a key role in its integration (Chen & Cheng, 2008;Ersanlı & Yeşilel, 2022;Link et al, 2014;Stevenson, 2016;Wilson & Czik, 2016). An examination of how teachers view automated written corrective feedback as a complementary tool for their feedback can reveal diverse pedagogical approaches and help overcome the inherent drawbacks of AWCF (Cotos, 2018).…”