Investigating the impact of automated instruments used for assessing the writing skill: Perspectives of language e-learners

Abstract

The main goal of using Automated Writing Evaluation (AWE) instruments is to help language learners learn more quickly and more effectively. In addition to assigning writing-related assignments, these technologies give language learners a suitable forum where they can receive general comments on their written pieces. In the same vein as the benefits of using AWE instruments, this study aims to comprehend foreign language e-learners' perspectives regarding the impact of these tools in their learning environment. Sixty-seven (67) research participants, who are currently e-learning foreign languages at King Khalid University, participated in an online survey to achieve this fundamental goal. Their answers to the questions were compiled and presented using a quantitative method, and they serve as the foundation for the research results. Moreover, the data distribution was precisely computed using a descriptive statistics table. Nonetheless, the study's findings demonstrate that AWE tools come with suitable measurements that non-native English speakers might utilize to improve their writing skills. This is predicated on the scoring propensity and feedback propensity—two crucial aspects of these instruments. Additionally, the study shows that e-learners occasionally run into difficulties when using these resources, which are mostly remediable by the programmers of these applications as well as language teachers. Lastly, to achieve a balance in the appropriate integration and use of AWE tools in the language educational setting, this research recommends using these tools in addition to human feedback and instruction.