How L2 student writers engage with automated feedback: A longitudinal perspective

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessing Writing Pub Date : 2025-02-07 DOI:10.1016/j.asw.2025.100919

Li Xiaosa , Ke Ping

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引用次数: 0

Abstract

Recent qualitative research on L2 students’ use of AWE (automated writing evaluation) feedback reveals that learner engagement is not simply a binary process of accepting or rejecting suggestions; rather, it is influenced by various individual and contextual factors. Building on this foundation, the present study investigates how three Chinese EFL (English as a foreign language) learners at different proficiency levels engaged with feedback from Youdao Writing, a local AWE system, over a 16-week semester. Data were collected through screen-capture recordings, stimulated recalls and semi-structured interviews, focusing on their engagement at the affective, behavioral and cognitive levels. The findings reveal significant individual and longitudinal differences in the students’ experiences, perceptions, and emotional responses. These insights highlight the complexity of student engagement with automated feedback and suggest that instructional practices in EFL contexts should account for these individual and longitudinal differences to enhance the effectiveness of feedback. The study concludes with recommendations for integrating AWE feedback in a way that can foster deeper learner engagement and facilitate writing development.

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.