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초록보기

With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools’ practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive and affective) remain largely underexplored. This study investigates the impact of feedback types on learners’ cognitive and affective engagement, as well as their L2 writing development. Seventy-two EFL learners participated as part of their regular English curriculum. Over twelve weeks, students received feedback on their essays from either a teacher or AWE programs. Progress in writing abilities was tracked through measurement tests, and engagement questionnaires were administered. Results indicated that both feedback types improved L2 writing abilities. However, teacher feedback proved more effective in promoting students’ cognitive and affective engagement compared to AWE feedback.

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권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
Facilitating incidental vocabulary learning : the effects of bimodal presentation and lexical elaboration Kichan Park p. 3-30

Enhancing L2 listening proficiency and metacognitive awareness through self-annotation in high school EFL Hyeyoung Jung p. 31-59

Longitudinal relations between interest and self-efficacy in L2 English learning Youngkyo Oh p. 61-97

Improving English speaking skills in a college general English course using metacognitive strategies Myeong Hee Shin p. 99-121

Korean university students’ prompt literacy training with ChatGPT : investigating language learning strategies Thomas Dillon p. 123-157

(The) effect of feedback types on learner engagement and L2 writing development Yoonkyeong Bae, YeonJoo Jung p. 159-180

Difficulties and social marginalization of native English-speaking professors in university English programs Seongyoun Hong, Hyun-Jin Kim p. 181-206

Evaluation on the application of factor analysis method in the field of English education in Korea Myunghwan Hwang, Soyeon Kim, Hyejin Kim, Joohee Han, Hee-Kyung Lee p. 207-249

참고문헌 (25건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Bristol, England: Multilingual Matters. 미소장
2 Cheng, X., & Liu, Y. (2022). Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners. System, 109, 102880. 미소장
3 Ellis, R. (2010). Epilogue. Studies in Second Language Acquisition, 32(2), 335-349. 미소장
4 Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (2nd ed., pp. 81-104). Cambridge, England: Cambridge University Press. 미소장
5 Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes. Journal of Second Language Writing, 10(3), 161-184. 미소장
6 Fu, Q. K., Zou, D., Xie, H., & Cheng, G. (2024). A review of AWE feedback: Types, learning outcomes, and implications. Computer Assisted Language Learning, 37(1-2), 179-221. 미소장
7 Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44. 미소장
8 Hassanzadeh, M., & Fotoohnejad, S. (2021). Implementing an automated feedback program for a foreign language writing course: A learner‐centric study. Journal of Computer Assisted Learning, 37(5), 1494-1507. 미소장
9 Hidayati, K. H. (2018). Teaching writing to EFL learners: An investigation of challenges confronted by Indonesian teachers. Langkawi: Journal of the Association for Arabic and English, 4(1), 21-31. 미소장
10 Kim, S.-Y. (2014). Korean secondary school English teachers’ competence in English writing and writing instruction. Korean Journal of English Language and Linguistics, 14(1), 1-24. 미소장
11 Lee, I. (2011). Issues and challenges in teaching and learning EFL writing: The case of Hong Kong. In D. Belcher & G. Nelson (Eds.), Foreign language writing instruction:Principles and practices (pp. 118-137). Ann Arbor, MI: University of Michigan Press. 미소장
12 Lee, Y.-J. (2020). The long-term effect of automated writing evaluation feedback on writing development. English Teaching, 75(1), 67-92. 미소장
13 Li, Z., Dursun, A., & Hegelheimer, V. (2019). Technology and L2 writing. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 62–76). Hoboken, NJ: Wiley Blackwell. 미소장
14 Park, J. (2018). Effectiveness of teacher and peer feedback: Through the lens of Korean tertiary writing classroom. Journal of Asia TEFL, 15(2), 429-444. 미소장
15 Pearson, W. S. (2024). Affective, behavioral, and cognitive engagement with written feedback on second language writing: A systematic methodological review. Frontiers in Education, 9, 1-15. 미소장
16 Srichanyachon, N. (2012). Teacher written feedback for L2 learners’ writing development. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 12(1), 7-17. 미소장
17 Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback, and teacher feedback in an online EFL writing context. System, 91, 102247. 미소장
18 Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27. 미소장
19 Wang, Y.-J., Shang, H.-F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students’ writing. Computer Assisted Language Learning, 26(3), 234-257. 미소장
20 Xu, J., & Zhang, S. (2021). Understanding AWE feedback and English writing of learners with different proficiency levels in an EFL classroom: A sociocultural perspective. The Asia-Pacific Education Researcher, 31(4), 357-367. 미소장
21 Yu, S., & Jiang, L. (2020). Doctoral students’ engagement with journal reviewers’ feedback on academic writing. Studies in Continuing Education, 44(1), 87-104. 미소장
22 Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2writing: Student perceptions and revisions. Assessing Writing, 43, 100439. 미소장
23 Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. 미소장
24 Zhang, Z. V., & Hyland, K. (2022). Fostering student engagement with feedback: An integrated approach. Assessing Writing, 51, 100586. 미소장
25 Zheng, Y., & Yu, S. (2018). Student engagement with teacher written corrective feedback in EFL writing: A case study of Chinese lower-proficiency students. Assessing Writing, 37, 13-24. 미소장

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