Exploring the Integration of Automated Feedback Among Lower-Proficiency EFL Learners
Renandya, Willy A.
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This article reports on an exploratory study which investigated the impact of automated feedback in a writing class among some Chinese EFL university learners who were at a lower language level. In particular, the study explored the students’ perceptions of Pigai, the largest and most popular locally designed automated writing evaluation system (AWE) in China, and the impact of integrating this AWE tool on revision quality of student texts. Participants include 67 students enrolled in two classes of a College English course at a Chinese university. One of the two classes was randomly selected as the experimental group (N = 35) and the other as the control group (N = 32). Data of the study include student texts of one academic writing assignment (the pre-test), revised drafts of another writing assignment (the post-test), and responses to a questionnaire.
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