A Triple Challenge: Students' Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign Language.

被引：1

作者：

Krange, Ingeborg ^{[1
]}

Segaran, Meerita ^{[1
]}

Gamlem, Siv ^{[2
]}

Moltudal, Synnove ^{[2
]}

Engeness, Irina ^{[1
]}

机构：

[1] Univ Coll Ostfold, Dept Pedag ICT & Learning, POB 700, NO-1757 Halden, Norway

[2] Univ Coll Volda, Dept Humanities & Teacher Educ, POB 500, NO-6101 Volda, Norway

来源：

INTERACTION DESIGN AND ARCHITECTURES | 2023年 / 59期

关键词：

Assessment for learning; sociocultural interpretation of learning and teaching; design-based research; interaction analysis; frequency analysis; artificial intelligence (AI); automatic essay assessment; junior high school; SUPPORT; TEACHERS; QUALITY;

D O I：

10.55612/s-5002-059-001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of this study was to investigate eighth-grade students' assessment literacy and writing skills in English as a foreign language using an AI-based automated essay assessment tool (EAT). Data were gathered from a design-based research initiative where the EAT was designed, developed, and tested in naturalistic school settings. Fifty-six eighth-grade students wrote individual essays, for which they received automatic feedback. The feedback was discussed with their teachers and peers. Both the writing process and teacher and peer interactions were video recorded. The video data were analyzed using an interaction analysis. The improvements made on the essay based on the feedback logs registered by the EAT for each student's writing trajectory and the different versions of the essay were examined using frequency analyses. The findings demonstrate that automated essay assessment might be useful for fostering students' writing skills if teachers help students get started, identify errors, and share interpretations.

引用

页码：37 / 61

页数：25

共 10 条

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