A Systematic Review of Automated Writing Evaluation Feedback: Validity, Effects and Students’ Engagement

作者：Wenzhao Liu · 发表于：Language Teaching Research Quarterly · 年份：2024 · DOI：10.32038/ltrq.2024.45.05 · 被引用次数：19 · 研究领域：Innovative Teaching and Learning Methods、Technology-Enhanced Education Studies、E-Learning and COVID-19

Automated writing evaluation feedback (AWE) has become popular in writing classrooms. However, few studies have conducted a comprehensive review of the employment of AWE in learning areas. This study aimed to provide a systematic review of the current research on AWE feedback, including its validity, effects, and students' engagement with AWE feedback. A total of 68 articles were collected from SSCI and A & HCL-indexed journals, which were published from 2008 to 2023. Concerning the validity of automated feedback, some research reported that the accuracy rate of AWE error flagging was inconclusive and students showed more preference for instructor feedback than AWE feedback. Regarding the effects of AWE feedback, most studies supported the positive evidence of AWE feedback on students' writing outcomes. Additionally, some research found less positive and mixed results, highlighting AWE feedback's shortcomings. Most students held positive feelings toward AWE feedback and perceived it as practical under the intervention of students' engagement. This review has made some implications and suggestions for the stakeholders in this field.