English Vocabulary Building via Language Learning Apps: Voices from Hong Kong University Students and Teachers

Tso, Anna Wing Bo

doi:10.1007/978-981-15-8167-0_17

Cited by 1 publication

(1 citation statement)

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“…To exacerbate this already dauting task, there has been an upsizing trend in writing classes; with increased class size come heavier workloads for writing instructors. In one study, a single writing instructor in a university English class in Hong Kong was expected to mark 1,128 written papers of 250 students within a 13week semester (Tso & Ho, 2016). Therefore, their feedback quality would deteriorate were they not to receive pedagogical support.…”

Section: Introductionmentioning

confidence: 99%

Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes

Li,

Kau,

Shiung

2023

Sage Open

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Automated Writing Evaluation (AWE) software has been viewed as a promising tool for assisting writing. This study integrated AWE and its combination with peer review discussion into writing practice in a large college writing class in the Asian context. Adopting a mixed-method approach, this study employed a quantitative questionnaire to investigate how students perceived the integration at different writing stages and a qualitative interview to examine what prompted their quantitative decisions. The results show that the integration of AWE and peer review feedback significantly reinforced the perceived usefulness of AWE at the revision stage, and students with different proficiency levels had notably different attitudes toward AWE. Their writing anxieties intensified as they became increasingly aware of their own weaknesses during the writing process. Therefore, student writing challenges involve not only language proficiency and writing skills but also psychological variables.

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Section: Introductionmentioning

confidence: 99%