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Computer Assisted Language Learning Volume 35, 2022 - Issue 4
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Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement

Stephanie Linka English Department, Oklahoma State University, Stillwater, Oklahoma, USAORCID Iconhttps://orcid.org/0000-0002-5586-1495View further author information
ORCID Icon,
Mohaddeseh Mehrzadb Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, IranView further author information
&
Mohammad Rahimib Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, IranCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1692-5492View further author information
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Pages 605-634 | Published online: 26 Mar 2020

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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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Joshua Wilson, Andrew Potter, Tania Cruz Cordero & Matthew C. Myers. (2023) Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study. Innovation in Language Learning and Teaching 17:3, pages 518-534.
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Chen-Chen Liu, Yu Guo, Gwo-Jen Hwang, Yun-Fang Tu & Zhiqiang Wang. (2023) Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions. Interactive Learning Environments 0:0, pages 1-18.
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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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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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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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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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Akbar Bahari & Leila Gholami. (2022) Challenges and affordances of reading and writing development in technology-assisted language learning. Interactive Learning Environments 0:0, pages 1-25.
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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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Aysel Şahin Kızıl. (2023) Data‐driven learning: English as a foreign language writing and complexity, accuracy and fluency measures . Journal of Computer Assisted Learning 39:4, pages 1382-1395.
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Ruibin Zhao, Yipeng Zhuang, Di Zou, Qin Xie & Philip L. H. Yu. (2022) AI-assisted automated scoring of picture-cued writing tasks for language assessment. Education and Information Technologies 28:6, pages 7031-7063.
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Fatima Abdullah Yahya Al-Inbari & Baleigh Qassim Mohammed Al-Wasy. (2022) The impact of automated writing evaluation (AWE) on EFL learners’ peer and self-editing. Education and Information Technologies 28:6, pages 6645-6665.
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Hualing Gong & Da Yan. (2023) The impact of Danmaku-based and synchronous peer feedback on L2 oral performance: A mixed-method investigation. PLOS ONE 18:4, pages e0284843.
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Chen-Chen Liu, Shi-Jie Liu, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang & Naini Wang. (2023) Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies.
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Xu Li, Fan Ouyang, Jianwen Liu, Chengkun Wei & Wenzhi Chen. (2023) Title of the Manuscript: Examining the Effects of a Real-Time, Knowledge-Aware Tool for Academic Writing Assessment. Journal of Educational Computing Research, pages 073563312211368.
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Wael Alharbi. (2023) AI in the Foreign Language Classroom: A Pedagogical Overview of Automated Writing Assistance Tools. Education Research International 2023, pages 1-15.
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Adrian Năznean & Andreea-Romana Ban. 2023. The 16th International Conference Interdisciplinarity in Engineering. The 16th International Conference Interdisciplinarity in Engineering 465 474 .
Huimei Chen & Jie Pan. (2022) Computer or human: a comparative study of automated evaluation scoring and instructors’ feedback on Chinese college students’ English writing. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Huizhen Wu, Huimin Zhu & Xiaohu Yang. (2022) The effects of providing peer feedback on learners’ genre awareness in English as a foreign language business letter writing. Frontiers in Psychology 13.
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Natasha Pourdana. (2022) Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Svetlana Koltovskaia. (2022) Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback. ReCALL, pages 1-15.
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Sheng Gao. (2022) Evaluation Method of Writing Fluency Based on Machine Learning Method. Mathematical Problems in Engineering 2022, pages 1-12.
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Youmei Wang, Xia Luo, Chen-Chen Liu, Yun-Fang Tu & Naini Wang. (2022) An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance. Sustainability 14:18, pages 11586.
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Mohammed Ali Mohsen. (2022) Computer-Mediated Corrective Feedback to Improve L2 Writing Skills: A Meta-Analysis. Journal of Educational Computing Research 60:5, pages 1253-1276.
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Mo Chen & Yaqiong Cui. (2022) The effects of AWE and peer feedback on cohesion and coherence in continuation writing. Journal of Second Language Writing 57, pages 100915.
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Pooneh Kazemi, Natasha Pourdana, Gholamhassan Famil Khalili & Payam Nour. (2022) Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies 27:8, pages 10681-10704.
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Jinfen Xu & Shanshan Zhang. (2021) Understanding AWE Feedback and English Writing of Learners with Different Proficiency Levels in an EFL Classroom: A Sociocultural Perspective. The Asia-Pacific Education Researcher 31:4, pages 357-367.
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Yunfei Du & Han Gao. (2022) Determinants affecting teachers’ adoption of AI-based applications in EFL context: An analysis of analytic hierarchy process. Education and Information Technologies 27:7, pages 9357-9384.
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Ayşe TAŞKIRAN. (2022) AI-based automated writing evaluation for online language learning: Perceptions of distance learnersÇevrim içi dil öğrenimi için yapay zeka tabanlı otomatik yazma değerlendirmesi: Uzaktan öğrenenlerin algıları. Kocaeli Üniversitesi Eğitim Dergisi 5:1, pages 111-129.
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Huixia Fu & Xiaobin Liu. (2022) EFL Learner Engagement in Automatic Written Evaluation. Frontiers in Psychology 13.
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Barry Lee Reynolds, Chian-Wen Kao & Yun-yin Huang. (2021) Investigating the Effects of Perceived Feedback Source on Second Language Writing Performance: A Quasi-Experimental Study. The Asia-Pacific Education Researcher 30:6, pages 585-595.
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Xiaoxuan Lv, Wei Ren & Yue Xie. (2021) The Effects of Online Feedback on ESL/EFL Writing: A Meta-Analysis. The Asia-Pacific Education Researcher 30:6, pages 643-653.
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Lianjiang Jiang & Shulin Yu. (2021) Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis. The Asia-Pacific Education Researcher 30:6, pages 509-518.
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Mohammad Hassanzadeh & Samira Fotoohnejad. (2021) Implementing an automated feedback program for a foreign language writing course: A learner‐centric study . Journal of Computer Assisted Learning 37:5, pages 1494-1507.
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Saman Ebadi & Saba Bashir. (2020) An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies 26:2, pages 1995-2016.
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Akbar Bahari. (2020) Computer‐mediated feedback for L2 learners: Challenges versus affordances . Journal of Computer Assisted Learning 37:1, pages 24-38.
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Niall Curry & Elaine Riordan. 2021. CALL Theory Applications for Online TESOL Education. CALL Theory Applications for Online TESOL Education 252 273 .
Esperanza Milena Torres-Madroñero, Maria C. Torres-Madroñero & Luz Dary Ruiz Botero. (2020) Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes. Future Internet 12:12, pages 232.
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Lianjiang Jiang, Shulin Yu & Chuang Wang. (2020) Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective. System 93, pages 102302.
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