Learner Engagement with Written Corrective Feedback: The Case of Automated Writing Evaluation

Authors

Hooman Saeli, The University of Tennessee, KnoxvilleFollow
Payam Rahmati, Oklahoma State University, Stillwater
Svetlana Koltovskaia, Northeastern State University

Publication Date

2023

Keywords

learner engagement, L2 writing, e-rater, automated writing evaluation (AWE)

Abstract

The study explored six ESL university students’ behavioral, cognitive, and affective engagement with e-rater feedback on local issues and examined any changes in students’ engagement over two weeks. We explored behavioral engagement through the analysis of screencasts of students’ e-rater usage and writing assignments. We measured cognitive and affective engagement by analyzing students’ comments during the think-aloud protocol and reflection surveys. The findings indicated that the students had varying levels of engagement with the feedback. Behaviorally, all students used a range of revision operations to address errors based on the provided feedback. Cognitively, some students were more engaged than others. Affectively, students experienced both positive and negative reactions toward e-rater feedback. While some students’ engagement with feedback did not change over two weeks, others’ engagement grew more negative. We conclude that e-rater feedback could positively impact students’ accuracy in local aspects of writing if students are actively engaged with the feedback.

Recommended Citation

Saeli, Hooman; Rahmati, Payam; and Koltovskaia, Svetlana (2023) "Learner Engagement with Written Corrective Feedback: The Case of Automated Writing Evaluation," Journal of Response to Writing: Vol. 9: Iss. 2, Article 1.
Available at: https://scholarsarchive.byu.edu/journalrw/vol9/iss2/1