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Computer Assisted Language Learning Volume 37, 2024 - Issue 1-2
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A review of AWE feedback: types, learning outcomes, and implications

Qing-Ke Fua School of Teacher Education, Huzhou University, Huzhou, PR ChinaORCID Iconhttps://orcid.org/0000-0002-9032-2905View further author information
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Di Zoub Department of English Language Education, The Education University of Hong Kong, Tai Po, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-8435-9739View further author information
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Haoran Xiec Department of Computing and Decision Sciences, Lingnan University, Tuen Mun, Hong KongORCID Iconhttps://orcid.org/0000-0003-0965-3617View further author information
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Gary Chengd Department of Mathematics and Information Technology, The Education University of Hong Kong, Tai Po, Hong KongORCID Iconhttps://orcid.org/0000-0002-5614-3348View further author information
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Pages 179-221 | Published online: 16 Feb 2022

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Ruofei Zhang & Di Zou. (2022) Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning 0:0, pages 1-38.
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Joshua Wilson, Fan Zhang, Corey Palermo, Tania Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter & Jessica Coles. (2024) Predictors of middle school students’ perceptions of automated writing evaluation. Computers & Education 211, pages 104985.
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Huawei Shi & Vahid Aryadoust. (2024) A systematic review of AI-based automated written feedback research. ReCALL, pages 1-23.
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Linqian Ding & Di Zou. (2024) Automated writing evaluation systems: A systematic review of Grammarly, Pigai, and Criterion with a perspective on future directions in the age of generative artificial intelligence. Education and Information Technologies.
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Yuting Chen, Ming Li, Changqin Huang, Mutlu Cukurova & Qing Ma. (2024) A Systematic Review of Research on Immersive Technology-Enhanced Writing Education: The Current State and a Research Agenda. IEEE Transactions on Learning Technologies 17, pages 919-938.
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Oliver James Ballance. (2023) Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL 36:1, pages 58-71.
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Mohsin Abbas, Peter van Rosmalen & Marco Kalz. (2023) A Data-Driven Approach for the Identification of Features for Automated Feedback on Academic Essays. IEEE Transactions on Learning Technologies 16:6, pages 914-925.
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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 28:10, pages 13027-13052.
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Ping Wei, Xiaosai Wang & Hui Dong. (2023) The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial. Frontiers in Psychology 14.
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Kai Guo & Deliang Wang. (2023) To resist it or to embrace it? Examining ChatGPT’s potential to support teacher feedback in EFL writing. Education and Information Technologies.
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Anwar Alhumaid. (2023) Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback. Saudi Journal of Language Studies 3:3, pages 144-157.
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Jessie S. Barrot. (2023) Trends in automated writing evaluation systems research for teaching, learning, and assessment: A bibliometric analysis. Education and Information Technologies.
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Na Zhai & Xiaomei Ma. (2022) The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis. Journal of Educational Computing Research 61:4, pages 875-900.
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Peisha Wu, Shulin Yu & Yanqi Luo. (2023) The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation. Assessing Writing 57, pages 100739.
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Tania Cruz Cordero, Joshua Wilson, Matthew C. Myers, Corey Palermo, Halley Eacker, Andrew Potter & Jessica Coles. (2023) Writing motivation and ability profiles and transition during a technology-based writing intervention. Frontiers in Psychology 14.
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Rui Li. (2022) Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective. British Journal of Educational Technology 54:3, pages 773-789.
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Jingzhou Miao. (2023) Teacher Feedback Practice: Perceptions of Middle and High School Students in Mainland China. SHS Web of Conferences 157, pages 04001.
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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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Di Zou, Xinyi Huang, Lucas Kohnke, Xieling Chen, Gary Cheng & Haoran Xie. (2022) A bibliometric analysis of the trends and research topics of empirical research on TPACK. Education and Information Technologies 27:8, pages 10585-10609.
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Xinjie Deng. (2022) A Bibliometric Analysis of Automated Writing Evaluation in Education Using VOSviewer and CitNetExplorer from 2008 to 2022. International Journal of Technology-Enhanced Education 1:1, pages 1-22.
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Ruofei Zhang, Di Zou, Gary Cheng & Haoran Xie. (2022) Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges. Education and Information Technologies 27:6, pages 8041-8069.
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