Abstract
Automated writing evaluation (AWE) programs are increasingly being used to offer formative evaluation to English as a second language (ESL) students. Some critics are concerned that the use of AWE programs may encourage students to uncritically accept their often-flawed feedback and that this will impede the development of their writing skills. This paper details the results of a pilot study conducted on 11 ESL postgraduate students who used an AWE program to revise their dissertations. The pilot study found evidence to suggest that, far from uncritically accepting the AWE-generated feedback, students employed metacognitive strategies to engage with feedback they received and their knowledge of their own writing skills. These strategies include reflecting on how the feedback fits within the genre of academic writing, noticing of common trends in the feedback received, reflecting on advice received by supervisors and previous schooling, and the reasons they chose a particular writing form. The paper concludes by reflecting on how research into AWE tools might help us understand the development of metacognitive monitoring skills in students and how these technologies can be implemented in classrooms to promote the development of writing skills.
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Hibert, A.I. (2019). Metacognitive Processes and Self-regulation in the Use of Automated Writing Evaluation Programs. In: Scheffel, M., Broisin, J., Pammer-Schindler, V., Ioannou, A., Schneider, J. (eds) Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science(), vol 11722. Springer, Cham. https://doi.org/10.1007/978-3-030-29736-7_60
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DOI: https://doi.org/10.1007/978-3-030-29736-7_60
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