Effects of Automated Feedback on Learners' Writing Proficiency
| Project/Area Number |
15K12912
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Yamaguchi Gakugei College (2016-2017)
International Pacific University (2015) |
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Principal Investigator |
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| Project Period (FY) |
2015-04-01 – 2018-03-31
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| Project Status |
Completed (Fiscal Year 2017)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2017: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2016: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 自動化されたフィードバック / Criterion / 形式に対するフィードバック / 内容に対するフィードバック / フィードバックに基づいた書き直し / ライティング能力 / L2ライティング / 書き直し / E-rater / Ｌ２ ライティング / e-rater |
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| Outline of Final Research Achievements |
The present study showed that rewriting based on automated feedback would help Japanese learners of English develop their writing proficiency. In the present study, the researcher employed Criterion, developed by Educational Testing Service, in his writing courses and tried to clarify whether it would be an effective tool in teaching essay writing. The results are: (a) Criterion feedback on linguistic forms is reliable and manageable, (b) Criterion feedback on development and organization is likely to be less beneficial for learners of English and (c) Efficient writing instruction would be possible when teachers and Criterion play complementary roles in teaching essay writing.
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Report
(4 results)
Research Products
(11 results)
