Automated writing evaluation use in second language classrooms: A research synthesis

Abstract

Traditionally used solely for assessment purposes, automated writing evaluation technologies have increased their popularity as an aid in the second language (L2) writing classrooms, especially in the last decade. In addition to the feedback capabilities of AWE and its effect on L2 writing quality, an increasing number of naturalistic, classroom-based studies have demonstrated that L2 students’ engagement with these systems is complex and multi-layered, requiring an in-depth understanding. In this regard, a critical interpretative synthesis of existing literature on student engagement with AWE in L2 classrooms is warranted. Adopting grounded theory (Glaser & Strauss, 1967) as the guiding methodology, this study surveys and synthesizes the findings of 40 focal studies, published primarily between 2013 and 2021 in the context of second and foreign language. The prominent emergent themes that this synthesis yielded are a) impact of AWE on L2 students’ writing practices, (b) impact of individual and contextual factors on students’ AWE engagement, (c) impact of AWE on teacher feedback in L2 writing classrooms, and (d) limitations elicited in AWE classroom research. Based on this synthesis, the study provides a possible research agenda and suggests practical implications for AWE.