Description
The adoption of automated writing evaluation (AWE) systems in the EFL classroom has been gaining popularity. EFL learners may possibly benefit from the immediate feedback provided by an AWE system only if they can effectively engage with the AWE feedback (Zhang & Hyland, 2018). Some researchers have attempted to uncover how learners actually engage with the AWE feedback (e.g., Koltovskaia, 2020; Xu & Han, 2020; Zhang, 2017). These studies, however, tend to examine learner engagement with the AWE feedback in one single writing task. Moreover, prior research failed to explore the influence of some important learner factors such as self-efficacy on learner engagement with the AWE feedback. Therefore, drawing on the theory of self-regulated learning, this study qualitatively explored EFL learners’ engagement with feedback provided by Pigai, a web-based AWE system. Learners’ use the AWE feedback was collected using think-aloud protocol and screencast recording and stimulated recall interviews. Through an in-depth analysis of the revision processes of six university students across three different writing tasks, this study aimed to identify the strategies EFL learners adopted to regulate their cognition, motivation/affect, behavior and context when engaging with the AWE feedback. Results suggest that learners engaged in the AWE feedback differently in terms of regulating their cognition, motivation, behavior and context. Learners’ prior language learning experience, attitude toward the AWE, and self-efficacy for academic writing were likely to influence their engagement with the AWE feedback.| Periode | 23 nov. 2022 |
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| Evenementstitel | The Fourth International Conference on Situating Strategy Use: Strategic Learning in an Uncertain World |
| Evenementstype | Conference |
| Locatie | Wellington, New ZealandToon op kaart |