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The impact of Automated Essay Scorin...

Choi, Jaeho.

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The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing./
Author:	Choi, Jaeho.
Description:	208 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4560.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437732
ISBN:	9781124390994

The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing.
Choi, Jaeho.

The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing. - 208 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4560.

Thesis (Ph.D.)--University of Virginia, 2010.

The growing number of English Language Learners (ELLs) and globalized communications are factors making English writing instruction a critical educational concern in many countries around the world. While empirical research findings and language learning theories have suggested forms of instructive interactions for effective writing instruction, the considerable amount of time and effort required for this kind of feedback is daunting to instructors and difficult to maintain.

ISBN: 9781124390994Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing.
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245 1 4 $a The impact of Automated Essay Scoring (AES) for improving English language learner's essay writing.
300 $a 208 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4560.
500 $a Advisers: Glen L. Bull; William A. Ferster.
502 $a Thesis (Ph.D.)--University of Virginia, 2010.
520 $a The growing number of English Language Learners (ELLs) and globalized communications are factors making English writing instruction a critical educational concern in many countries around the world. While empirical research findings and language learning theories have suggested forms of instructive interactions for effective writing instruction, the considerable amount of time and effort required for this kind of feedback is daunting to instructors and difficult to maintain.
520 $a One alternative to human feedback, the Automated Essay Scoring (AES) has gained the attention of educators as a formative assessment tool, providing assistive writing resources to teachers and students. This study examined the impact of AES on improving English writing quality across different levels of integration (No-AES, Optional-AES, and Integrated-AES) in two English learning contexts (ESL and EFL). A total of 172 ELL students participated in this study. To examine the effectiveness of the intervention, students' essays, student surveys, instructor interviews, and course documents were collected and analyzed. The results showed the type of AES integration significantly influenced the quality of an essay in terms of holistic quality and accuracy. The Integrated-AES group showed better performance in improving the quality of essays. The findings suggest that AES can effectively assist students' writing when it is integrated with writing instruction as a formative assessment tool. Based on the findings, implications for writing instruction are suggested to teachers and administrators who are interested in AES integration, in addition to suggestions for AES development.
590 $a School code: 0246.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, English as a Second Language. $3 1030294
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710 2 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 72-02A.
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792 $a 2010
793 $a English
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