Beyond the Design of Automated Writing Evaluation: Pedagogical Practices and Perceived Learning Effectiveness in EFL Writing Classes.
Beyond the Design of Automated Writing Evaluation: Pedagogical Practices and Perceived Learning Effectiveness in EFL Writing Classes.
复制标题
超越自动写作评估的设计：英语写作课程中的教学实践和感知学习效果。
DOI：
10.1002/j.1545-7249.2008.tb00140.x
复制
发表时间：
2008
影响因子：
3.8
通讯作者：
Wei Cheng
中科院分区：
文献类型：
--
作者：
C. Chen;Wei Cheng
自动写作评估（AWE）软件旨在为提交的论文提供即时的计算机生成分数，沿着诊断反馈。大多数关于AWE的研究都是对其有效性进行心理测量学评估，然而，关于AWE作为教学工具在写作课上如何有效使用的研究是有限的。本研究采用自然主义的课堂教学方法，探讨AWE项目“我的访问!”在台湾三所大学的英语写作课堂上，以三种不同的方式实施了“写作教学法”，并探讨了学生对“写作教学法”的认识。研究结果显示，虽然AWE的实施并没有被三个班级普遍认为是非常积极的，它被认为是比较有利的，当该计划被用来促进学生的早期起草和修改过程中，其次是人类的反馈，从教师和同行在后来的过程。本研究还发现，自主使用AWE作为替代写作教练与最低限度的人为促进造成挫折的学生，限制了他们的写作学习。此外，教师对使用AWE的态度和他们的技术使用技能，以及学生的学习者特征和学习写作的目标，也可能在决定AWE的有效性方面发挥重要作用。由于AWE技术的设计有其固有的局限性，语文教师需要更严格地意识到，AWE的实施需要经过深思熟虑的教学设计，并充分考虑其与写作学习目标的相关性。
Automated writing evaluation (AWE) software is designed to provide instant computergenerated scores for a submitted essay along with diagnostic feedback. Most studies on AWE have been conducted on psychometric evaluations of its validity; however, studies on how effectively AWE is used in writing classes as a pedagogical tool are limited. This study employs a naturalistic classroom-based approach to explore the interaction between how an AWE program, MY Access!, was implemented in three different ways in three EFL college writing classes in Taiwan and how students perceived its effectiveness in improving writing. The findings show that, although the implementation of AWE was not in general perceived very positively by the three classes, it was perceived comparatively more favorably when the program was used to facilitate students’ early drafting and revising process, followed by human feedback from both the teacher and peers during the later process. This study also reveals that the autonomous use of AWE as a surrogate writing coach with minimal human facilitation caused frustration to students and limited their learning of writing. In addition, teachers’ attitudes toward AWE use and their technology-use skills, as well as students’ learner characteristics and goals for learning to write, may also play vital roles in determining the effectiveness of AWE. With limitations inherent in the design of AWE technology, language teachers need to be more critically aware that the implementation of AWE requires well thought-out pedagogical designs and thorough considerations for its relevance to the objectives of the learning of writing.