Towards Better ESL Practices for Implementing Automated Writing Evaluation

Abstract

In the past decade, a new wave of writing assessment has evolved as a result of advances in computer technology, highlighting the potential of automated writing evaluation (AWE) in the L2 writing curriculum (Warschauer & Ware, 2006). Today’s innovative AWE programs offer ESL instructors promising solutions for providing immediate feedback and meeting the demands for better practices in the digital age. However, the outcomes of using AWE programs are not free of challenges and necessitate comprehensive insights about effectively integrating AWE and improving students’ writing (Chen & Cheng, 2008). This longitudinal qualitative study investigates the practices and perspectives of five university-level writing instructors as they meet challenges and possibilities of integrating AWE into seven semester-long university ESL writing courses. Data collection included observations, individual interviews, and delayed focus group interviews. In this paper, we highlight ESL instructors’ teaching strategies, perception of the effectiveness, satisfaction, and concerns with the software during and after one semester of teaching. Results conclude with final suggestions from current instructors.  Our research intends to expand the current knowledge of AWE programs by defining appropriate and effective implementation of AWE technologies.