The impact of automated writing evaluation (AWE) on EFL learners’ peer and self-editing

Author:

Al-Inbari Fatima Abdullah YahyaORCID,Al-Wasy Baleigh Qassim MohammedORCID

Funder

Najran University

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Reference48 articles.

1. Abadikhah, S., & Yasami, F. (2014). Comparison of the effects of peer versus self-editing on linguistic accuracy of Iranian EFL students. The Southeast Asian Journal of English Language Studies, 20(3), 113–124.

2. Al-Wasy, B. Q., & Mahdi, H. S. (2016). The effect of mobile phone applications on improving EFL learners’ self-editing. Journal of Education and Human Development, 5(3), 149–157.

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.

4. Chen, C. F. E., & Cheng, W. Y. E. C. (2008). Beyond the design of automated writing evaluation: Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94–112.

5. Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26(2), 129–148. https://doi.org/10125/73482

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