A case study of Chinese secondary students’ automated written evaluation feedback literacy

DOI

10.2991/978-2-38476-291-0_4How to use a DOI?

Keywords

automated writing evaluation (AWE); student feedback literacy; case study

Abstract

With the development of modern technology, automated writing evaluation (AWE) systems have gradually become popular tools for assessing essays. In order to make effective use of these systems, students need to have certain feedback literacy. This study explored the AWE feedback literacy of two Chinese secondary students using a combination of think-aloud protocols, interviews and classroom observations. The results showed the complexity and diversity of the two students’ AWE feedback literacy in terms of affects management, feedback modes and student beliefs. This study helps to improve teachers’ understanding of students’ AWE feedback literacy, so as to better cultivate students’ feedback literacy and effectively improve their English writing ability.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yu Shao
PY  - 2024
DA  - 2024/09/29
TI  - A case study of Chinese secondary students’ automated written evaluation feedback literacy
BT  - Proceedings of the 2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)
PB  - Atlantis Press
SP  - 28
EP  - 40
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-291-0_4
DO  - 10.2991/978-2-38476-291-0_4
ID  - Shao2024
ER  -