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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 1: Second Language Writing
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Automated writing evaluation for formative assessment of second language writing: investigating the accuracy and usefulness of feedback as part of argument-based validation

Jim RanalliDepartment of English, Iowa State University, Ames, IA, USACorrespondence[email protected]
,
Stephanie LinkDepartment of English, Iowa State University, Ames, IA, USA;Department of English, Oklahoma State University, Stillwater, OK, USA
&
Evgeny Chukharev-HudilainenDepartment of English, Iowa State University, Ames, IA, USA
Pages 8-25 | Received 14 Jun 2015, Accepted 22 Dec 2015, Published online: 01 Feb 2016

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Qing-Ke Fu, Di Zou, Haoran Xie & Gary Cheng. (2024) A review of AWE feedback: types, learning outcomes, and implications. Computer Assisted Language Learning 37:1-2, pages 179-221.
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Chenchen Liu, Jierui Hou, Yun-Fang Tu, Youmei Wang & Gwo-Jen Hwang. (2023) Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments 31:9, pages 5614-5632.
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Michael Loncar, Wayne Schams & Jong-Shing Liang. (2023) Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019. Computer Assisted Language Learning 36:4, pages 722-784.
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Rustam Shadiev & Yingying Feng. (2023) Using automated corrective feedback tools in language learning: a review study. Interactive Learning Environments 0:0, pages 1-29.
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Na Zhai & Xiaomei Ma. (2022) Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance. Computer Assisted Language Learning 35:9, pages 2817-2842.
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Qian Guo, Ruiling Feng & Yuanfang Hua. (2022) How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?. Computer Assisted Language Learning 35:9, pages 2312-2331.
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Gary Cheng. (2022) Exploring the effects of automated tracking of student responses to teacher feedback in draft revision: evidence from an undergraduate EFL writing course. Interactive Learning Environments 30:2, pages 353-375.
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Lisa Birnbaum, Elisabeth M. Schüller & Stephan Kröner. (2020) Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing. Educational Psychology 40:7, pages 856-874.
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Tiong-Thye Goh, Hui Sun & Bing Yang. (2020) Microfeatures influencing writing quality: the case of Chinese students’ SAT essays. Computer Assisted Language Learning 33:4, pages 455-481.
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Paul Gruba & Ngoc Bao Chau Nguyen. (2019) Evaluating technology integration in a Vietnamese university language program. Computer Assisted Language Learning 32:5-6, pages 619-637.
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Jim Ranalli. (2018) Automated written corrective feedback: how well can students make use of it?. Computer Assisted Language Learning 31:7, pages 653-674.
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Vahid Aryadoust & Mehdi Riazi. (2017) Future directions for assessing for learning in second language writing research: epilogue to the special issue. Educational Psychology 37:1, pages 82-89.
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Lifang Bai & Guangwei Hu. (2017) In the face of fallible AWE feedback: how do students respond?. Educational Psychology 37:1, pages 67-81.
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Ralf Giessler. EFL writers’ cognitive engagement with AWE feedback. Language Awareness 0:0, pages 1-18.
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