Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Perceived Effectiveness of AWE for Focus on Forms, Focus on Meaning, and Interactional Modifications

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Aysel Saricaoglu [+-]
University of Ankara
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Aysel Saricaoglu (PhD, Applied Linguistics and Technology, Iowa State University) is an assistant professor in the English Language and Literature department at Social Sciences University of Ankara. She investigates academic writing, automated formative assessment, L2 written complexity, and tele-collaborative learning. Her work has appeared in journals such as ReCALL, CALL, and CALICO.
Evgeny Chukharev-Hudilainen [+-]
Iowa State University
Evgeny Chukharev-Hudilainen is an associate professor in the Applied Linguistics and Technology program at Iowa State University. His research addresses the urgent societal need of improving language learning, teaching, and assessment practices by taking advantage of new technological opportunities. Specifically, he uses his background in psycholinguistics, computer science, and natural language processing to design, build, and evaluate technologies for second language learning and assessment
Hui-Hsien Feng [+-]
National Kaohsiung University of Science and Technology, Taiwan
Hui-Hsien Feng is an assistant professor in the English department at National Kaohsiung University of Science and Technology, Taiwan. She holds a Ph.D. in Applied Linguistics and Technology at Iowa State University. Her research interests include computer-assisted language learning, second language writing, corpus linguistics, and computational linguistics.

Description

This study investigates the effectiveness of automated feedback on causal language based on student perceptions at a higher education level. The target automated writing evaluation tool was developed based on the PRINCIPLES semantic text pattern of Mohan’s Knowledge Framework. Analyzing learners’ perceptions provides an opportunity to identify problems stemming from the pedagogical features of the tool and to determine the adjustments needed for better learning outcomes. To this end, in this qualitative study, we evaluated automated feedback on causal language from the perceptions of 27 undergraduate ESL students who used the tool for two cause-and-effect assignments in an academic writing class. Data were collected through semi-structured interviews in which students were asked questions regarding the capacity of the automated feedback features of the tool to help students focus on causal forms and causal meaning and to create opportunities for interactional modifications. Findings showed that the text-level feedback was more positively perceived by the students for focus on causal forms than the sentence-level feedback. On the other hand, the sentence-level feedback was more positively perceived for focus on causal meaning than the text-level feedback. Timing of the automated feedback appeared to be a source of negative perceptions regarding interactional modifications.

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Citation

Saricaoglu, Aysel; Chukharev-Hudilainen, Evgeny; Feng, Hui-Hsien. Perceived Effectiveness of AWE for Focus on Forms, Focus on Meaning, and Interactional Modifications. Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching. Equinox eBooks Publishing, United Kingdom. p. 103-122 Nov 2023. ISBN 9781781797402. https://www.equinoxpub.com/home/view-chapter/?id=35548. Date accessed: 11 Dec 2024 doi: 10.1558/equinox.35548. Nov 2023

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