Enhancing the English writing skills of in-service students using marking mate automated feedback

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Asia Pacific Education Review Pub Date : 2023-10-24 DOI:10.1007/s12564-023-09904-7
Thao-Trang Huynh-Cam, Somya Agrawal, Thanh-Tinh Bui, Venkateswarlu Nalluri, Long-Sheng Chen
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Abstract

The use of automated feedback (AF) has been increasing in English writing courses for emergency remote education (ERE) due to the escalating COVID-19 pandemic crisis in Vietnam. The ERE English writing courses for in-service bachelor programs demanded an effective, fast, free, and user-friendly AF tool that does not require a login ID, which can help students to develop English writing skills and increase their motivation and self-learning ability. The main objectives of Vietnamese in-service students were to improve their English writing skills and update teaching methodologies that integrate technology. Although many studies emphasized the impact of AF tools in normal teaching contexts, relatively less research was conducted the use of AF tools among in-service students. This study examined the contribution of the Marking Mate AF to the improvement of the English writing skills of in-service learners in ERE writing classes. The participants were 82 in-service students in a Vietnamese public university. The dataset included English writing pre and posttest results collected during the first semester of academic year 2020–2021. The mean scores (standard deviation) of these tests were used to benchmark the writing performance of students. A self-report survey was also conducted to investigate the attitude of students toward Marking Mate AF. The results demonstrated that the posttest score (8.739; SD = 0.8495) was higher than the pretest score (7.439; SD = 0.976). Students expressed favorable opinions toward the usefulness of Marking Mate. Based on the findings, the study discussed the pedagogical implications regarding the incorporation of AF in face-to-face and online classes.

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利用批改伴侣自动反馈提高在职学生的英语写作能力
由于越南的 COVID-19 大流行危机不断升级,自动反馈(AF)在紧急远程教育(ERE)英语写作课程中的使用日益增多。ERE在职本科英语写作课程需要一种有效、快速、免费、用户友好且无需登录ID的自动反馈工具,以帮助学生发展英语写作技能,提高他们的学习积极性和自学能力。越南在职学生的主要目标是提高英语写作能力和更新融合技术的教学方法。尽管许多研究强调了自动写作工具在正常教学环境中的影响,但对在职学生使用自动写作工具的研究相对较少。本研究考察了 Marking Mate AF 对在职学习者在 ERE 写作课上提高英语写作技能的贡献。研究对象是越南一所公立大学的 82 名在职学生。数据集包括2020-2021学年第一学期的英语写作前测和后测结果。这些测试的平均分(标准差)被用来衡量学生的写作成绩。此外,还进行了一项自我报告调查,以了解学生对 Marking Mate AF 的态度。结果显示,后测得分(8.739;标准差 = 0.8495)高于前测得分(7.439;标准差 = 0.976)。学生对 Marking Mate 的实用性表示满意。根据研究结果,本研究讨论了将 AF 纳入面授和在线课堂的教学意义。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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