Automated Writing Evaluation in EFL Contexts: A Review of Effectiveness, Impact, and Pedagogical Implications

Tahani I. Aldosemani, Hussein Assalahi, Areej Lhothali and Maram Albsisi
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Tahani I. Aldosemani: Prince Sattam Bin Abdulaziz University, Saudi Arabia
Hussein Assalahi: King Abdulaziz University, Saudi Arabia
Areej Lhothali: King Abdulaziz University, Saudi Arabia
Maram Albsisi: King Abdulaziz University, Saudi Arabia

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2023, vol. 13, issue 1, 1-19

Abstract: This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate these facets and offer critical insights on AWE effectiveness, feedback quality, reliability, and usefulness. Guided by the research questions, 16 studies were selected, adopting specific inclusion criteria to assess the effectiveness of AWE in enhancing EFL learner writing performance. Recommendations and implications from the reviewed articles regarding AWE implementation were synthesized and discussed. The review concludes that AWE can improve EFL student writing skills, with varying effectiveness based on student proficiency levels. AWE provides quality feedback and can be a reliable and valuable tool. However, despite its effectiveness, human intervention is essential to maximize its outcomes and mitigate limitations.

Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jcallt:v:13:y:2023:i:1:p:1-19

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