Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context

Tian, Lili; Zhou, Yu

doi:10.1016/j.system.2020.102247

Cited by 110 publications

(86 citation statements)

References 40 publications

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“…This might be due to their lack of strategic knowledge in finding and choosing appropriate words or phrases in their writings. Similar to this finding, Tian and Zhou's (2020) study also showed that the low-proficiency-level Chinese learners of English benefitted more from the teacher feedback than the automated feedback feature. The advanced-level test takers of the present study have not used the linguistic tools as much as the other two proficiency groups, possibly because they were more confident about their language ability.…”

Section: Summary Of Findingssupporting

confidence: 64%

The effect of using online language-support resources on L2 writing performance

2021

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Language learners today have access to a much wider choice of resources and language-support tools that aid their writing processes. While research on the convenience and flexibility of the writing resources that learners use in real-life writing activities have argued for a re-conceptualization of writing ability, little is known about the effect of using them in a writing assessment setting. Accordingly, the present study aimed to examine whether L2 learners’ use of writing resources in a writing test might have an effect on their writing performance. Furthermore, we also investigated how the effects of the writing resources might vary by test takers’ writing proficiency and scoring domains. Results showed that the group who had access to writing resources outperformed the group who were not given the online resource, but both groups’ scores were within the same scoring descriptor. The significant score improvement was more evident in the low- and intermediate-level learners. In a questionnaire, test takers reported that they normally use the writing resources in real-life writing situations and also found the online resource features helpful in improving their writing performance and agreed upon introducing such features in future writing tests.

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Section: Summary Of Findingssupporting

confidence: 64%

The effect of using online language-support resources on L2 writing performance

2021

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“…So we guess that the significant positive predication of perceived autonomy support on agentic engagement might occur largely through the mediation of students' need satisfaction (Jang et al, 2012 ; Cheon and Reeve, 2013 ; Reeve, 2013 ; Reeve and Shin, 2020 ) and students' perceived autonomous reasons for action (Benita et al, 2014 ) from an SDT perspective. In the context of EFL teaching, take writing class for instance, various sources of feedback, either technology-assisted autonomatic feedback, teachers' feedback, or peers' feedback, which are intended to support students' autonomy, can promote students' agent engagement in teacher-student and student-student interactions, largely because these sources satisfy students' needs for competence, i.e., to improve their language proficiency (see Tian and Zhou, 2020 ). However, the result that autonomy support was negatively associated with master-approach goals is a bit beyond expectation, because theoretically as previous elaborated, teachers' autonomy supportive teaching contributes to building an autonomy supportive classroom goal structure, which in turn, should promote students' master-approach goal orientation (Meece et al, 2006 ).…”

Section: Discussionmentioning

confidence: 99%

University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective

Jiang

Zhang

2021

Front. Psychol.

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As a relatively new dimension of student engagement, agentic engagement has received growing research interest in recent years, as it not only predicts academic achievement and other positive outcomes, but also benefits reciprocal teacher-student relations. In the educational context, teachers' teaching style exerts a crucial impact on students' engagement. However, research on how perceived teachers' teaching style influences students' agentic engagement is inconclusive. To address this lacuna, this study, taking an integrated perspective that draws on Self-determination Theory and Achievement Goal Theory, investigated the relationship of three types of teaching style (i.e., perceived autonomy support, social relatedness, and controlling) to university students' agentic engagement in EFL learning in China, especially through the mediation of mastery-approach goals and performance approach goals. Structural equation modeling showed that perceived autonomy support positively predicted agentic engagement through the mediation of mastery-approach goals, whereas perceived controlling negatively predicted agentic engagement through the mediation of performance-approach goals. Comparatively, the relationship of perceived social relatedness to agentic engagement was fully mediated by both mastery-approach and performance-approach goals. After discussing these results, practical implications as well as suggestions for future studies were given.

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“…Specifically, although the teacher made 22 feedback points regarding sentence structure, 40.9 per cent of them were left unattended. This partly mirrors the indirectness or vagueness of teacher feedback that may be difficult for students to respond to (Tian & Zhou, 2020). What should be stressed is that teachers might be able to focus on these types of errors if they can efficiently make use of Grammarly to deal with surface-level ones.…”

Section: Impact Of Teacher Grammarly and Combined Feedback: Successful Revisionmentioning

confidence: 99%

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

Thi

Nikolov

2021

Asia-Pacific Edu Res

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Providing feedback on students’ writing is considered important by both writing teachers and students. However, contextual constraints including excess workloads and large classes pose major and recurrent challenges for teachers. To lighten the feedback burden, teachers can take advantage of a range of automated feedback tools. This paper investigated how automated feedback can be integrated into traditional teacher feedback by analyzing the focus of teacher and Grammarly feedback through a written feedback analysis of language- and content-related issues. This inquiry considered whether and how successfully students exploited feedback from different sources in their revisions and how the feedback provisions helped improve their writing performance. The study sample of texts was made up of 216 argumentative and narrative essays written by 27 low-intermediate level students at a Myanmar university over a 13-week semester. By analyzing data from the feedback analysis, we found that Grammarly provided feedback on surface-level errors, whereas teacher feedback covered both lower- and higher-level writing concerns, suggesting a potential for integration. The results from the revision analysis and pre- and post-tests suggested that students made effective use of the feedback received, and their writing performance improved according to the assessment criteria. The data were triangulated with self-assessment questionnaires regarding students’ emic perspectives on how useful they found the feedback. The pedagogical implications for integrating automated and teacher feedback are presented.

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Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context

Cited by 110 publications

References 40 publications

The effect of using online language-support resources on L2 writing performance

The effect of using online language-support resources on L2 writing performance

University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective

How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing

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