Speaker
Description
Automated feedback on second language (L2) writing has increasingly gained in popularity with the advent of several automated writing evaluation (AWE) programs and AI-powered writing tools. However, research into the impact of automated feedback on L2 writing has produced inconclusive findings, and there is a dearth of empirical evidence on the comparative effects of automated versus teacher feedback on students’ writing performance and psychology, as well as on teachers’ feedback practices. With an aim to generate significant pedagogical implications for L2 writing instruction and learning, the current study is a systematic review of relevant research related to the comparison between teacher and automated feedback. Adopting a systematic approach to reviewing the studies in this line of inquiry, this research analyses 20 Scopus-indexed papers, focusing on the four themes of feedback conditions, focus of comparison, the comparative effects of different feedback conditions on L2 learners’ writing performance, and the effects of AWE feedback on teachers’ feedback practices. Major trends emerge from the systematic review, including the facilitative effects of the combined feedback condition (either hybrid or sandwiched) on students’ writing quality and accuracy gains in L2 composition. Students were also found to engage differentially with different feedback modes, but exhibited more positive perceptions of teacher feedback than automated feedback. The main implication identifies the combined use of teacher and automated feedback as an optimal feedback condition so that the shortcomings of one feedback source are offset by the strengths of the other.
Biography
Giang Thi Linh Hoang is lecturer in the English Department, University of Foreign Languages and International Studies, Hue University. She obtained a PhD in Applied Linguistics from the University of Melbourne. Her research involves technology enhanced assessment, automated writing assessment, and translation and interpreting studies.
