Automated Essay Scoring feedback for second language writers: How does it compare to instructor feedback?

Automated Essay Scoring feedback for second language writers: How does it compare to instructor feedback?


We compared Automated Essay Scoring and trainer feedback in an ESL class.

Feedback on grammar, usage, and mechanics ended up being analyzed and pupils had been surveyed.

Perceived quality of feedback has also been examined by an extra ESL teacher.

Results revealed the teacher offered more quality feedback compared to AES system.

Many pupils trusted AES feedback, yet ranked trainer feedback as more valuable.


Composing is a important element of pupils’ scholastic English development, yet it takes a great deal of effort and time from the element of both pupils and instructors. In an attempt to reduce their workload, numerous trainers are searching in to the usage of Automated Essay Scoring (AES) systems to check more conventional means of supplying feedback. This paper investigates the utilization of an AES system in an university ESL writing classroom. Individuals included 14 higher level students from different linguistic backgrounds whom published on three prompts and received feedback through the teacher as well as the AES system (Criterion). Teacher feedback from the drafts (letter = 37) ended up being when compared with AES feedback and analyzed both quantitatively and qualitatively throughout the feedback types of sentence structure ( e.g., subject-verb agreement, ill-formed verbs), use ( ag e.g., wrong articles, prepositions), mechanics ( ag e.g., spelling, capitalization), and identified quality by an extra ESL trainer. Information were triangulated with viewpoint studies student that is regarding of this feedback received. The outcomes reveal big discrepancies involving the two feedback kinds (the teacher offered many better quality feedback) and recommend essential pedagogical implications by providing ESL writing teachers with insights concerning the usage of AES systems inside their classrooms.

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Semire Dikli received her Ph.D. in Multilingual-Multicultural Education at Florida State University. She has taught English for Academic needs (EAP) along with other English as A second/foreign language (ESL/EFL) associated courses in both the U.S. as well as in Turkey. Her research passions consist of writing assessment and technology.

Susan Bleyle is an assistant teacher of English for Academic needs at Georgia Gwinnett university and a doctoral pupil in Language and Literacy Education in the University of Georgia. Her research interests include 3rd language purchase, the training of developmental immigrant students, and 2nd language writing.

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