![]() In the face of fallible AWE feedback: How do students respond? Educational Psychology, 37(1), 67–81. Collaboration or cooperation? Analyzing group dynamics and revision processes in wikis. Practical Assessment, Research, and Evaluation, 10(1), 3. ![]() Student perspectives on rubric-referenced assessment. In addition, a thematic inductive qualitative analysis of the interview data indicated each approach's benefits and learning conceptions.Īndrade, H., & Du, Y. Findings revealed that the PA-AWE group outperformed the C-AWE group regarding EFL writing performance, learning motivation, critical thinking, and reduced EFL writing anxiety. One of the classes (33 students) was the experimental group using the PA-AWE approach, and the other class (31 students) was a control group that studied using the conventional AWE approach (C-AWE approach). To examine the effectiveness of the proposed approach, a quasi-experiment was conducted in a university EFL writing class. Hence, this study proposes a learning approach that integrates AWE and peer assessment (PA) based on the knowledge-building theory, with the expectation that learners will be able to strengthen their reflections on AWE feedback through PA, and thereby improve their EFL writing performance. Scholars have indicated that the effectiveness of AWE in EFL writing instruction depends on the learners' depth of reflection. However, the obstacles and potential problems of integrating AWE in EFL writing instruction have yet to be explored. With the rapid development of Artificial Intelligence, automatic writing evaluation (AWE) has received much attention from English Foreign Language (EFL) writing teachers.
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