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Computer Assisted Language Learning Volume 26, 2013 - Issue 3
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Original Articles

Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing

Ying-Jian Wang Department of Applied English, I-Shou University, Kaohsiung City, Taiwan, R.O.C
,
Hui-Fang Shang Department of Applied English, I-Shou University, Kaohsiung City, Taiwan, R.O.CCorrespondence[email protected]
&
Paul Briody Department of Applied English, I-Shou University, Kaohsiung City, Taiwan, R.O.C
Pages 234-257 | Received 12 Oct 2011, Accepted 04 Jan 2012, Published online: 23 Mar 2012

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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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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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Thuy Thi-Nhu Ngo, Howard Hao-Jan Chen & Kyle Kuo-Wei Lai. (2022) The effectiveness of automated writing evaluation in EFL/ESL writing: a three-level meta-analysis. Interactive Learning Environments 0:0, pages 1-18.
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Shuxin Tan, Young Woo Cho & Wensi Xu. (2022) Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance. Interactive Learning Environments 0:0, pages 1-11.
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Stephanie Link, Mohaddeseh Mehrzad & Mohammad Rahimi. (2022) Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning 35:4, pages 605-634.
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Turgay Han & Elif Sari. (2022) An investigation on the use of automated feedback in Turkish EFL students’ writing classes. Computer Assisted Language Learning 0:0, pages 1-24.
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Qing-Ke Fu, Di Zou, Haoran Xie & Gary Cheng. (2022) A review of AWE feedback: types, learning outcomes, and implications. Computer Assisted Language Learning 0:0, pages 1-43.
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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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Hui-Fang Shang. (2022) Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments 30:1, pages 4-16.
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Shu Huang & Willy A. Renandya. (2020) Exploring the integration of automated feedback among lower-proficiency EFL learners. Innovation in Language Learning and Teaching 14:1, pages 15-26.
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Rui Li, Zhaokun Meng, Mi Tian, Zhiyi Zhang, Chuanbin Ni & Wei Xiao. (2019) Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China. Computer Assisted Language Learning 32:7, pages 784-804.
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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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Helen Yannakoudakis, Øistein E Andersen, Ardeshir Geranpayeh, Ted Briscoe & Diane Nicholls. (2018) Developing an automated writing placement system for ESL learners. Applied Measurement in Education 31:3, pages 251-267.
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Evgeny Chukharev-Hudilainen & Aysel Saricaoglu. (2016) Causal discourse analyzer: improving automated feedback on academic ESL writing. Computer Assisted Language Learning 29:3, pages 494-516.
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Hui-Chin Yeh. (2015) Facilitating metacognitive processes of academic genre-based writing using an online writing system. Computer Assisted Language Learning 28:6, pages 479-498.
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