Automated Essay Scoring feedback for second language writers: How exactly does it compare to instructor feedback?

Automated Essay Scoring feedback for second language writers: How exactly does it compare to instructor feedback?


We compared Automated Essay Scoring and instructor feedback in an ESL class.

Feedback on grammar, usage, and mechanics ended up being analyzed and pupils had been surveyed.

Perceived quality of feedback had been additionally assessed by the ESL that is additional teacher.

Outcomes showed the teacher offered more quality feedback compared to the AES system.

Many pupils trusted AES feedback, yet ranked teacher feedback as more valuable.


Writing is definitely a component that is essential ofโ€™ educational English development, yet it entails a lot of commitment in the section of both pupils and instructors. In an attempt to reduce their workload, many trainers searching for in to the usage of Automated Essay Scoring (AES) systems to check more conventional ways of providing feedback. This paper investigates making use of an AES system in an university ESL writing classroom. Participants included 14 students that are advanced different linguistic backgrounds whom published on three prompts and received feedback through the trainer while the AES system (Criterion). Teacher feedback on the drafts (letter = 37) ended up being when compared with AES feedback and analyzed both quantitatively and qualitatively over the feedback kinds of sentence structure ( ag e.g., subject-verb agreement, ill-formed verbs), use ( e.g., wrong articles, prepositions), mechanics ( ag e.g., spelling, capitalization), and observed quality by an extra ESL teacher. Information had been triangulated with viewpoint surveys regarding pupil perceptions of this feedback received. The outcome reveal big discrepancies amongst the two feedback kinds (the teacher offered many better quality feedback) and recommend crucial pedagogical implications by providing writing that is ESL with insights in connection with utilization of AES systems inside their classrooms.

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Semire Dikli received her Ph.D. in Multilingual-Multicultural Education at Florida State University. She’s got taught English for Academic needs (EAP) along with other English being a language that is second/foreignESL/EFL) associated courses in both the U.S. plus in Turkey. Her research passions consist of composing technology and assessment.

Susan Bleyle is an assistant teacher of English for Academic needs at Georgia Gwinnett university and a doctoral pupil in Language and Literacy Education during the University of Georgia. Her research passions consist of third language purchase, the training of developmental immigrant students, and language writing that is second.