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Article

Automated Writing Assessment in the Classroom

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Pages 22-36 | Published online: 18 Jan 2008

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (10)

Zhe (Victor) Zhang & Ken Hyland. (2023) The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing. Computer Assisted Language Learning 0:0, pages 1-26.
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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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Danielle S. McNamara & Panayiota Kendeou. (2022) The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy & Practice 29:2, pages 150-182.
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Cédric Sarré, Muriel Grosbois & Cédric Brudermann. (2021) Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course. Computer Assisted Language Learning 34:5-6, pages 707-729.
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Wei-Yan Li, Kevin Kau & Yi-Jiun Shiung. (2023) Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes. SAGE Open 13:4.
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Tahani I. Aldosemani, Hussein Assalahi, Areej Lhothali & Maram Albsisi. (2023) Automated Writing Evaluation in EFL Contexts. International Journal of Computer-Assisted Language Learning and Teaching 13:1, pages 1-19.
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Matthew C. Myers & Joshua Wilson. (2022) Evaluating the Construct Validity of an Automated Writing Evaluation System with a Randomization Algorithm. International Journal of Artificial Intelligence in Education 33:3, pages 609-634.
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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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Noah Glaser. (2023) Exploring the Potential of ChatGPT as an Educational Technology: An Emerging Technology Report. Technology, Knowledge and Learning.
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Joshua Kloppers. (2023) Errors in Errors. International Journal of Computer-Assisted Language Learning and Teaching 13:1, pages 1-16.
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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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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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Cajetan Ikechukwu Egbe, Philomina Akudo Agbo, Frederick Amunabo Okwo & George Chibuike Agbo. (2023) Students' Perception of Computer-Based Tests in the Use of English Programme in Nigerian Universities. TechTrends 67:3, pages 477-488.
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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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Eleni Dimitriadou & Andreas Lanitis. (2023) A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments 10:1.
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Kinnie Kin Yee Chan, Trevor Bond & Zi Yan. (2022) Application of an Automated Essay Scoring engine to English writing assessment using Many-Facet Rasch Measurement. Language Testing 40:1, pages 61-85.
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Xiaojing Weng & Thomas K.F. Chiu. (2023) Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field. Computers and Education: Artificial Intelligence 4, pages 100117.
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Johanathan Woodworth. 2023. Innovation in Learning-Oriented Language Assessment. Innovation in Learning-Oriented Language Assessment 295 310 .
Ayse Taskiran, Mujgan Yazici & Irem Erdem Aydin. (2022) Contribution of automated feedback to the English writing competence of distance foreign language learners. E-Learning and Digital Media, pages 204275302211395.
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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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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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Qing Zhang & Barbara B. Lockee. (2022) Designing a Framework to Facilitate Metacognitive Strategy Development in Computer-Mediated Problem-Solving Instruction. Journal of Formative Design in Learning 6:2, pages 127-143.
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Zehua Wang & Feifei Han. (2022) The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research. Frontiers in Psychology 13.
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Andreia Nunes, Carolina Cordeiro, Teresa Limpo & São Luís Castro. (2021) Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning 38:2, pages 599-620.
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Avneet Kaur, Munish Bhatia & Giovanni Stea. (2022) A Survey of Smart Classroom Literature. Education Sciences 12:2, pages 86.
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Ceylan Yangın Ersanlı & Deren Başak Akman Yeşilel. 2022. New Directions in Technology for Writing Instruction. New Directions in Technology for Writing Instruction 193 209 .
Yue Huang & Joshua Wilson. (2021) Using automated feedback to develop writing proficiency. Computers and Composition 62, pages 102675.
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Cédric Brudermann, Muriel Grosbois & Cédric Sarré. (2021) Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course. ReCALL 33:3, pages 248-264.
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Zhi Li. (2021) Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System 99, pages 102505.
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Joshua Wilson, Cristina Ahrendt, Emily A. Fudge, Alexandria Raiche, Gaysha Beard & Charles MacArthur. (2021) Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education 168, pages 104208.
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Joshua Wilson, Yue Huang, Corey Palermo, Gaysha Beard & Charles A. MacArthur. (2021) Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write. International Journal of Artificial Intelligence in Education 31:2, pages 234-276.
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Andrew Potter & Joshua Wilson. (2021) Statewide implementation of automated writing evaluation: analyzing usage and associations with state test performance in grades 4-11. Educational Technology Research and Development 69:3, pages 1557-1578.
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Mohammad Amiqul Fahmi & Bambang Yudi Cahyono. (2021) EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society) 6:1, pages 18-25.
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Ayse Taskiran & Mujgan Yazici. 2021. Motivation, Volition, and Engagement in Online Distance Learning. Motivation, Volition, and Engagement in Online Distance Learning 100 125 .
Svetlana Koltovskaia. (2020) Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing 44, pages 100450.
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Joshua Wilson & Rod D. Roscoe. (2019) Automated Writing Evaluation and Feedback: Multiple Metrics of Efficacy. Journal of Educational Computing Research 58:1, pages 87-125.
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Shuai Shao, Kazuhiro Ohtsuki, Hidenari Kiyomitsu & Min Kang. (2019) Developing a System to Support Formative Teacher Feedback in Foreign Language Writing. Developing a System to Support Formative Teacher Feedback in Foreign Language Writing.
Stephen Foster. (2019) What Barriers do Students Perceive to Engagement with Automated Immediate Formative Feedback. Journal of Interactive Media in Education 2019:1.
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Marie Stevenson & Aek Phakiti. 2019. Feedback in Second Language Writing. Feedback in Second Language Writing 125 142 .
Xiaoxia Lu. (2019) An Empirical Study on the Artificial Intelligence Writing Evaluation System in China CET. Big Data 7:2, pages 121-129.
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Nicky Hockly. (2019) Automated writing evaluation. ELT Journal 73:1, pages 82-88.
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Fei Lang, Siyan Li & Siwen Zhang. (2019) Research on Reliability and Validity of Mobile Networks-Based Automated Writing Evaluation. International Journal of Mobile Computing and Multimedia Communications 10:1, pages 18-31.
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Corey Palermo & Margareta Maria Thomson. 2019. Educational Technology and the New World of Persistent Learning. Educational Technology and the New World of Persistent Learning 145 175 .
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Rod D. Roscoe, Joshua Wilson, Adam C. Johnson & Christopher R. Mayra. (2017) Presentation, expectations, and experience: Sources of student perceptions of automated writing evaluation. Computers in Human Behavior 70, pages 207-221.
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Jinlan‎ Tang & Yi'an Wu. (2017) Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction. International Journal of Computer-Assisted Language Learning and Teaching 7:2, pages 58-74.
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Joshua Wilson. (2016) Associated effects of automated essay evaluation software on growth in writing quality for students with and without disabilities. Reading and Writing 30:4, pages 691-718.
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Hui-Chuan Liao. (2016) Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System 62, pages 77-92.
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Joshua Wilson & Amanda Czik. (2016) Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education 100, pages 94-109.
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Jinrong Li, Stephanie Link & Volker Hegelheimer. (2015) Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing 27, pages 1-18.
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Danielle S. McNamara, Scott A. Crossley, Rod D. Roscoe, Laura K. Allen & Jianmin Dai. (2015) A hierarchical classification approach to automated essay scoring. Assessing Writing 23, pages 35-59.
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