The impact of computer-based feedback on students' written work?
Open accessAbstract
While research in second language writing suggests that instructor feedback can have a positive influence on students’ written work, the provision of such feedback on a regular basis can be problematic, especially with larger student numbers. A number of computer programs that claim to provide both automatic computer-based holistic scores and computer-based feedback (CBF) on written work are available and therefore have the potential to deal with this issue. Criterion is one such tool that claims to be able to provide automated feedback at word, sentence, paragraph and text level, but there is still a need for more research into the practical value of providing feedback on L2 writing. Quantitative and qualitative data about feedback practice was collected from 31 instructors and 549 Egyptian trainee EFL teachers using pre-treatment questionnaires, interviews and focus groups. 24 of the trainees then received computer-based feedback using Criterion on two drafts of essays submitted on each of 4 topics. Data recorded by the software suggested a positive effect on the quality of students’ second drafts and subsequent submissions, and post-treatment questionnaires, interviews and focus groups showed a positive effect on the students’ attitudes towards feedback.
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Half of the students in one study never redrafted their essays after AWE feedback.
“Likewise, half of the students in El Ebyary and Windeatt's (2010) study never redrafted their essays after AWE feedback.”
From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as El Ebyary and Windeatt's (2010)
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- Authors
- El Ebyary, K., & Windeatt, S.
- Affiliations
- Newcastle University (GB)
- ORCID
- Windeatt, Scott
- Venue
- International Journal of English Studies
- Published
- 2010-12-01
- Volume
- 10
- Issue
- 2
- Pages
- 121
- ISSN
- 1578-7044 (ISSN-L)
- 1989-6131
- OpenAlex
- W2137641526
- Cited by
- 94
- References
- 38
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 7 · 2023: 11 · 2022: 13 · 2021: 12 · 2020: 6 · 2019: 5 · 2018: 5 · 2017: 5 · 2016: 8 · 2015: 4 · 2014: 1 · 2013: 3 · 2012: 2
- FWCI
- 14.08
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- International Journal of English Studies (publishedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Student Assessment and Feedback
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- computer-based feedback, second language writing, automated feedback, instructor feedback, writing quality, essay revision, computer-assisted language learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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