Exploring Effects of AWE-supported Teacher Feedback in Chinese EFL Writing Classes
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Despite the increased studies on teacher feedback and Automated Writing Evaluation (AWE) systems, research on the combined effect of AWE and teacher feedback on EFL students’ writing performance and their engagement is scarce. To address this gap, a quasi-experimental study was conducted using two parallel classes at a Chinese university, applying convenience sampling. 38 student in the experimental group received AWE-teacher feedback, while 36 students in the control group received teacher-only feedback. Data from students’ initial drafts, revised writings, reflective journals, and semi-structured interviews were analyzed to compare the features of teacher feedback, students’ engagement, and their writing performance between AWE-teacher and teacher-only feedback modes. Findings indicated that teacher feedback in AWE-teacher feedback mode focused more on higher-order writing issues, while teacher-only feedback focused more on lower-order issues. Students in the experimental group showed deeper behavioral and cognitive engagement compared to the control group, although affective engagement was similar across both groups. Moreover, the experimental group demonstrated significant improvements in writing performance, outperforming the control group. This study provides pedagogical implications for the integration of automated and teacher feedback in EFL writing instruction.
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