The Use of Automated Writing Evaluation Tools to Foster ESL Writing Instruction

Abstract

Together with the rapid developments in the area of technology, there appears an increase in the incorporation of technological tools to EFL and ESL classrooms. To this end, Automated Writing Evaluation (AWE) tools have emerged and begun to be used to foster target language writing skills of students. AWE tools are computer software programs specifically designed to evaluate the written compositions of students. First, they were developed to assist teachers in grading student papers; however, later their capacity was enlarged to involve feedback features. These tools are proved to be very effective especially in a number of aspects. Students can receive immediate feedback for their writings. Their errors and mistakes are labelled and the system gives feedback accordingly. This will contribute to learner autonomy. Students can make self-evaluations at the moment they write their essays, or when they complete their essays via the feedback they receive from the AWE tools. Another equally significant contribution of the AWE tools to our profession is that they help to reduce the heavy burden on the shoulders of English language teachers in writing classes. Considering the crowded classrooms, it is generally nearly impossible for teachers to provide detailed corrective feedback to the written compositions of each student. Therefore, most of the teachers focus on the mechanics of the target language in the compositions of students ignoring the other equally significant properties of written language such as content and organization. The AWE tools assist teachers on these repetitive surface-level errors and thus, provides them the necessary time to focus on content and organization. Finally, the related research suggests us that the use of AWE tools positively contributes to the students’ motivation levels in the second language (L2) writing classes. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.