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| Dublin Core |
PKP Metadata Items |
Metadata for this Document |
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| 1. |
Title |
Title of document |
Perceived Effectiveness of AWE for Focus on Forms, Focus on Meaning, and Interactional Modifications - Social Practices in Higher Education |
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| 2. |
Creator |
Author's name, affiliation, country |
Aysel Saricaoglu; TED University; Turkey |
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| 2. |
Creator |
Author's name, affiliation, country |
Evgeny Chukharev-Hudilainen; Iowa State University |
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| 2. |
Creator |
Author's name, affiliation, country |
Hui-Hsien Feng |
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| 3. |
Subject |
Discipline(s) |
Linguistics |
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| 4. |
Subject |
Keyword(s) |
written explanations; automated feedback; Knowledge Framework; focus on forms and meaning; interactional modifications |
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| 5. |
Subject |
Subject classification |
learning; academic discourse; systemic functional linguistics |
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| 6. |
Description |
Abstract |
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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| 7. |
Publisher |
Organizing agency, location |
Equinox Publishing Ltd |
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| 8. |
Contributor |
Sponsor(s) |
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| 9. |
Date |
(YYYY-MM-DD) |
02-Nov-2023 |
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| 10. |
Type |
Status & genre |
Peer-reviewed Article |
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| 11. |
Type |
Type |
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| 12. |
Format |
File format |
PDF |
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| 13. |
Identifier |
Uniform Resource Identifier |
https://journals.equinoxpub.com/index.php/books/article/view/35548 |
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| 14. |
Identifier |
Digital Object Identifier |
10.1558/equinox.35548 |
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| 15. |
Source |
Journal/conference title; vol., no. (year) |
Equinox eBooks Publishing; Social Practices in Higher Education |
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| 16. |
Language |
English=en |
en |
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| 18. |
Coverage |
Geo-spatial location, chronological period, research sample (gender, age, etc.) |
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| 19. |
Rights |
Copyright and permissions |
Copyright 2014 Equinox Publishing Ltd |