Automated Writing Evaluation: Students’ Perceptions and Emotional Involvement

Abstract

Breakthroughs in educational technology have made the individualized instruction and immediate feedback features of automated writing evaluation (AWE) increasingly attractive to language teachers. Many previous studies on AWE have focused on psychometric evaluations of its validity, while others have dealt with pedagogical practices and student perceptions of learning effectiveness. Affective considerations—particularly the potential of writing apprehension resulting from the use of AWE—have not been well investigated. This study aims to explore EFL (English as Foreign Language) students’ perceptions of the feedback they receive from AWE, as well as the emotions that accompany the AWE process. The participants included forty-six students who took a writing course. The study compared and examined students’ responses to teacher feedback, peer feedback, and AWE feedback. In addition, the emotions involved in the process of using AWE were examined. The results provide teachers with additional perspectives regarding the use of AWE in EFL writing classes.