The Short-Term and Long-Term Effects of AWE Feedback on ESL Students' Development of Grammatical Accuracy

Li Z., Feng H., Saricaoglu A.

CALICO JOURNAL, vol.34, no.3, pp.355-375, 2017 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 34 Issue: 3
  • Publication Date: 2017
  • Doi Number: 10.1558/cj.26382
  • Journal Name: CALICO JOURNAL
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.355-375
  • Keywords: AUTOMATED WRITING EVALUATION, CORRECTIVE FEEDBACK, SHORT-TERM EFFECTS, LONG-TERM EFFECTS, GRAMMATICAL ACCURACY, AUTOMATED WRITING EVALUATION, CORRECTIVE FEEDBACK, LEARNERS
  • TED University Affiliated: Yes

Abstract

This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight out of nine categories from first drafts to final drafts within the same papers (short-term effects). However, there is only one error reduction of statistical significance in the category of Run-on Sentence from the first drafts of the first paper to the first drafts in the subsequent papers for both levels of students (long-term effects). The findings from interviews with the participants reveal students' perceptions of Criterion feedback and help us understand the feedback effect. Implications for a more effective use of AWE tools in ESL classrooms are discussed.