Automated writing evaluation: defining the classroom research agenda
Automated writing evaluation: defining the classroom research agenda
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自动写作评估：定义课堂研究议程
DOI：
10.1191/1362168806lr190oa
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发表时间：
2006
影响因子：
4.2
通讯作者：
Paige Ware
中科院分区：
文献类型：
--
作者：
M. Warschauer;Paige Ware
随着英语作为全球语言的出现，在不同的环境和不同的受众中用英语写作的能力已经成为世界各地第二语言教育计划的必要条件。然而，第二语言写作教学往往受到大量的时间和技能，需要评估学生的写作重复草稿。在线自动写作评估程序已经开发出来，以应对这一挑战，并在相当多的心理测量学研究中分析了驱动此类程序的评分引擎。然而，相对较少的研究已经进行了AWE是如何在课堂上使用，并与这种使用所取得的成果。在这篇文章中，我们分析了自动化写作评价的最新发展，解释了AWE系统运作的基础上，这些系统的综合研究，并提出了一个多方面的过程/产品的研究计划，AWE的教学使用。我们通过提出一系列潜在的问题，方法和分析工具来探索这一新兴的调查领域，这些问题，方法和分析工具可以定义这样的研究议程。
With the advent of English as a global language, the ability to write well in English across diverse settings and for different audiences has become an imperative in second language education programmes throughout the world. Yet the teaching of second language writing is often hindered by the great amount of time and skill needed to evaluate repeated drafts of student writing. Online Automated Writing Evaluation programmes have been developed as a way to meet this challenge, and the scoring engines driving such programmes have been analysed in a considerable array of psychometric studies. However, relatively little research has been conducted on how AWE is used in the classroom and the results achieved with such use. In this article, we analyse recent developments in automated writing evaluation, explain the bases on which AWE systems operate, synthesize research with these systems, and propose a multifaceted process/product research programme on the instructional use of AWE. We explore this emerging area of inquiry by proposing a range of potential questions, methodologies and analytical tools that can define such a research agenda.