Complementation of multiple sources of feedback in EFL learners’ writing

Niu, Ruiying; Shan, Peiwen; You, Xiao‐Zeng

doi:10.1016/j.asw.2021.100549

Cited by 15 publications

(5 citation statements)

References 31 publications

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“…Recent EFL writing research on feedback looked into the e cacy of feedback forms. Scholars tried to compare the merits and drawbacks between teacher feedback, peer feedback, and AES system feedback (Niu et al, 2021). In terms of which feedback was more effective in promoting EFL learners' writing ability, scholars began to use hybrid interventions to exert the merits of each feedback.…”

Section: The Comparison Between Teacher's Feedback and Aes Feedbackmentioning

confidence: 99%

Computer or Human: A Comparative Study of Automated Evaluation Scoring and instructors’ feedback on Chinese College Students’ English Writing

Pan

2022

Preprint

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The role of internet technology in higher education and particularly in teaching English as a Foreign language is increasingly prominent because of the interest in the ways in which technology can be applied to support students. The automated evaluation scoring system is a typical demonstration of the application of network technology in the teaching of English writing. Many writing scoring platforms have been developed and used in China, which can provide on-line instant and corrective feedback on students’ writing. However, the validity of Aim Writing, a product developed by Microsoft Research Asia, which claims to be the best tool to facilitate Asian EFL learners, has not been tested in previous studies. In this mixed methods study, the feedback and effect of Aim Writing on college students’ writing will be investigated and compared to instructor’s feedback. The results indicate that Aim Writing’s performance is insufficient to support all students’ needs for writing and that colleges should encourage a hybrid model that contains both AES and instructor’s feedback in writing.

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Section: The Comparison Between Teacher's Feedback and Aes Feedbackmentioning

confidence: 99%

Computer or Human: A Comparative Study of Automated Evaluation Scoring and instructors’ feedback on Chinese College Students’ English Writing

Pan

2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Recent EFL writing research on feedback looked into the efficacy of feedback forms. Scholars tried to compare the merits and drawbacks between teacher feedback, peer feedback, and AES system feedback (Niu et al, 2021). In terms of which feedback was more effective in promoting EFL learners' writing ability, scholars began to use hybrid interventions to exert the merits of each feedback.…”

Section: The Comparison Between Teacher's Feedback and Aes Feedbackmentioning

confidence: 99%

Computer or human: a comparative study of automated evaluation scoring and instructors’ feedback on Chinese college students’ English writing

Chen,

Pan

2022

Asian. J. Second. Foreign. Lang. Educ.

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The role of internet technology in higher education and particularly in teaching English as a Foreign language is increasingly prominent because of the interest in the ways in which technology can be applied to support students. The automated evaluation scoring system is a typical demonstration of the application of network technology in the teaching of English writing. Many writing scoring platforms have been developed and used in China, which can provide online instant and corrective feedback on students’ writing. However, the validity of Aim Writing, a product developed by Microsoft Research Asia, which claims to be the best tool to facilitate Chinese EFL learners, has not been tested in previous studies. In this mixed methods study, the feedback and effect of Aim Writing on college students’ writing will be investigated and compared to the instructor’s feedback. The results indicate that Aim Writing’s performance is insufficient to support all students’ needs for writing and that colleges should encourage a hybrid model that contains both AES and instructor’s feedback in writing.

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“…Learners' preference for feedback type was related to the directness, focus, explicitness, correction and comments with specific features. Some learners preferred direct detailed feedback (e.g., direct corrective feedback) (Elwood and Bode, 2014;Niu et al, 2021) and others preferred indirect written feedback (e.g., indirect coded correction feedback or such feedback along with short affective comments) (Kim and Kim, 2017;Tang and Liu, 2018;Mujtaba et al, 2020). Similarly, no definite trend was discovered between the choice of selective (focused) feedback (Ferris et al, 2013) and comprehensive (unfocused) feedback (McMartin-Miller, 2014;Sherafati et al, 2020;Lee et al, 2021;Zhang and Cheng, 2021), but feedback that pointed out learners' L2 writing shortcomings (Pitura, 2021), was informative on the content (Bastola and Hu, 2021) or provided metalinguistic explanations for grammatical and orthographic errors was preferred by a certain number of English language learners.…”

Section: Attitudinal Responsesmentioning

confidence: 99%

ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies

Yang

2021

Front. Psychol.

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Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.

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Complementation of multiple sources of feedback in EFL learners’ writing

Cited by 15 publications

References 31 publications

Computer or Human: A Comparative Study of Automated Evaluation Scoring and instructors’ feedback on Chinese College Students’ English Writing

Computer or Human: A Comparative Study of Automated Evaluation Scoring and instructors’ feedback on Chinese College Students’ English Writing

Computer or human: a comparative study of automated evaluation scoring and instructors’ feedback on Chinese college students’ English writing

ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies

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