Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students’ Writing Practice-Reference-Cited by-同舟云学术

Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students’ Writing Practice

Published:2024-09-09 Issue: Volume: Page:
ISSN:0119-5646
Container-title:The Asia-Pacific Education Researcher
language:en
Short-container-title:Asia-Pacific Edu Res

Author:

Liu Shujun,Boudouaia Azzeddine,Chen Xinya,Li Yan^ORCID

Funder

National Planning Office of Philosophy and Social Science

Zhejiang University

Zhejiang Province Association for Higher Education

Ministry of Science and Technology of the People's Republic of China

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s40299-024-00903-9.pdf

Reference41 articles.

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2. Agbayahoun, J. P. (2016). Teacher written feedback on student writing: Teachers’ and learners’ perspectives. Theory & Practice in Language Studies, 6(10), 1895–1904. https://doi.org/10.17507/tpls.0610.01

3. Attali, Y. (2004). Exploring the feedback and revision features of Criterion. Journal of Second Language Writing, 14(3), 1–20.

4. Azmi, A. M., Al-Jouie, M. F., & Hussain, M. (2019). AAEE—Automated evaluation of students’ essays in Arabic language. Information Processing & Management, 56(5), 1736–1752. https://doi.org/10.1016/j.ipm.2019.05.008

5. Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2-writing development: A meta-analysis. TOEFL iBT™ research report. Educational Testing Service.